Math Mammoth - 1

Copyright 2006-2015 Maria Miller
EDITION 6/2015
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or
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Math Mammoth Multiplication 1
Contents
Introduction ............................................................... 4
Part 1: Multiplication Concept

Many Times the Same Group .................................. 9
Multiplication and Addition .................................... 12
Multiplying on a Number Line ............................... 15
Multiplication as an Array ...................................... 18
Order of Operations 1 .............................................. 20
Understanding Word Problems, Part 1 ................. 21
Understanding Word Problems, Part 2 ................. 24
Multiplication in Two Ways ................................... 26
Order of Operations 2 ............................................. 30
Multiplying by Zero ................................................ 32
Part 2: Memorizing the Tables

How to Do Structured Oral Drilling ...................... 34
Multiplication Table of 2 ........................................ 36
Multiplication Table of 10 ...................................... 41
More Practice and Review (tables of 2, 4, 5,
and 10) ..................................................................... 47
Review ...................................................................... 70
Answers .................................................................... 73
Empty 12x12 Grid.................................................... 95
Cut-Out Flashcards ................................................ 96
More from Math Mammoth .................................. 113
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Introduction
Math Mammoth Multiplication 1 is a fairly self-explanatory worktext to learn the concept of
multiplication and the multiplication tables. It has two parts: The first part concentrates on the concept of
multiplication, the order of operations, and word problems. The second part is all about memorizing the
times tables. After that, the student can continue on to division.
I have created a systematic approach to memorizing times tables. In this method, one table is studied at a
time to mastery. The individual tables are NOT studied in the order of 2, 3, 4, etc. but instead the easy
tables of 2, 5, 10, and 11 are studied first. The study order also includes studying the table of 4 right after
the table of 2, and studying the table of 6 right after the table of 3, because the skip-counting patterns of
those tables share some similarities. The lessons emphasize the fact that one multiplication fact is always
in two different tables. This way, when the student gets to the hardest tables, the tables of 7, 8, and 12,
there are only a few totally new facts to learn.
We always start the study of each table by memorizing the skip-counting pattern 7, 14, 21, 28, etc. first.
Then we work on memorizing which fact is associated with which answer. This way your child not only
knows what is 8 x 7 but also knows all of it backwards - that 56 is in the tables of 8 and 7. That
knowledge will be an enormous help later, when the student learns division, factorizing, and finding
LCM's or GCF's.
The book also includes a 12x12 grid at the end of almost every lesson in part 2. The boxes for those
answers that have not been studied yet are shaded and are not to be filled. Little by little, the shaded areas
become fewer and fewer, and the progress is very visible to the student.
I encourage you also to use games for motivation and for practice. I have included a list of online
multiplication games for that purpose. Of course, board and card games are perfect as well. However,
games are not enough in themselves. The memorization also requires a mental effort from the student:
sitting down with the skip-counting list, then with the facts, reading them, and then trying to remember
them. The basic age-old technique of covering the list and trying to remember it is still very effective!
I do not want to discount the value of songs or mnemonic devices, but they tend to isolate the facts in the
child's mind as separate odd trivia. This book shows the patterns found in the multiplication tables in
order to keep the facts in a structured context, and emphasizes learning the tables backwards in order to
facilitate learning division.
If the student studies the multiplication tables well at one time, he does not need to come back to them in
the fourth, fifth, and sixth grade. One time will be enough, and he can move on to division and other
topics.
Part 1: Multiplication Concept

The first lessons introduce the multiplication concept as groups of the same size. Multiplication on a
Number Line shows how the same-size groups correspond to repeated jumps or skipping on a number
line. In this lesson, the child should connect skip-counting with multiplication.
4
Then the lesson Multiplication as an Array shows another model for multiplication: objects arranged in
rows and columns. In this lesson the rows are thought of as groups - and so it follows that the same model
of multiplication as the idea of having many of the same-size groups. The whole lesson is still presented
with pictures.
Order of Operations 1 teaches that multiplication is to be done before addition or subtraction, and
addition and subtraction are done from left to right.
Understanding Word Problems 1 shows how word problems including multiplication have the idea of
each, every one, or all: each thing is doing or having the same number of something. If the
problems are difficult, the student can draw a picture to help, such as drawing flowers in pots, pizza slices,
etc.
Understanding Word Problems, part 2 offers problems that are more challenging. Often the word
problems in school books are far too easy, and that causes students to just take the numbers that appear in
the problem, apply the operation the lesson is about, and get by without really understanding. If it is too
difficult, skip it for now and come back to it later - for example after some times tables practice. However,
before you give up, first try to help your student by drawing a picture for each problem.
Multiplication in Two Ways concentrates on the fact that it does not matter in which order the factors are.
Objects presented in an array show this fact nicely when you either consider the rows as groups, or the
columns as a group. Jumping on the number line is studied also.
Multiplying By Zero is illustrated with both the model of several groups of zero size (and zero groups of
some size) and with the model of making several zero jumps on a number line (and making zero or no
jumps).
Part 2: Memorizing Multiplication Tables

Effective Oral Drilling is meant for the teacher. It is a guide to how to do drilling practice.
Table of 2 - 11 new facts to learn.
Table of 4 - 10 new facts. These are doubles of those in the table of two.
Table of 10 - 9 easy facts.
Table of 5 - 8 new facts.
More Practice and Review is a break from memorizing new tables.
Table of 6 - 6 new facts. These are doubles of those in the table of 3.
Table of 11 - 5 new facts, four of them are easy.
Table of 12 - 1 new fact.
I wish you success in teaching math!
Maria Miller, the author
5
Helpful Resources on the Internet
Use these free online resources to supplement the bookwork as you see fit. As you can see, there are
many resources available for drilling and practicing the tables online.
Note: These links worked at the time of printing this books; however I cannot guarantee they will work at
a later time.
Structured Drill for Multiplication Tables - Video

This is my video that explains the main points of the structured drill I advocate for multiplication tables.
http://www.youtube.com/watch?v=4bpq3Mqbwv0
Math Dice Game for Addition and Multiplication

Instructions for three simple games with dice; one to learn the multiplication concept, another to practice
the times tables, and one more for addition facts.
http://www.teachingwithtlc.blogspot.com/2007/09/math-dice-games-for-addition-and.html
Explore the Multiplication Table

This applet visualizes multiplication as a rectangle.
http://www.mathcats.com/explore/multiplicationtable.html
Multiplication Number Lines

First choose a tile from the 10x10 grid to pose a problem, then you will see it illustrated on a number line.
http://www.ictgames.com/multinumberlines.html
Multiplication Memory Game

Click on corresponding pairs (problem-answer).
http://www.dositey.com/2008/muldiv/memorymult.htm or
http://www.dositey.com/2008/muldiv/memorymult34.htm
Multiplication Mystery
Drag the answer tiles to the right places in the grid as they are given, and a picture is revealed
http://www.harcourtschool.com/activity/mult/mult.html
Multiplication.com Interactive Games

A bunch of online games just for the times tables.
http://www.multiplication.com/games/all-games
Multiplication Grid
Drag the scrambled answer tiles into the right places in the grid as fast as you can!
http://www.mathcats.com/microworlds/multiplication_grid.html
Raging Rectangles, Multiple Madness, and other games (PDF)

Dozens of printable board games for multiplication, division, and other third grade math topics. Raging
Rectangles is on page 8 and Multiple Madness is on page 9 of the download.
http://maccss.ncdpi.wikispaces.net/file/view/3rdgrade_GAMES_3.21.14.pdf
The Times Tables at Resourceroom.net

Fill in the multiplication chart - partially or the whole thing - or take quizzes, and get graded.
http://www.resourceroom.net/Math/1timestables.asp
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Math Trainer - Multiplication
Multiplication table training online that responds to your answers and will train your weaknesses.
http://www.mathsisfun.com/games/math-trainer-multiply.html
Table Mountain
Climb the mountain with 20 questions from a selected table.
http://www.teachingtables.co.uk/tm/tmgame/tgame2.html
Multiplication Table Challenge

100 questions, timed.
http://www.programmingart.com/free/games/multiply/
Quiz Hub - Multiplication game

Click on corresponding pairs (problem-answer).
http://quizhub.com/quiz/f-multiplication.cfm
Times tables from BBC Skillswise

Has printable fact sheets, online quizzes, two grid games, and five printable worksheets.
http://www.bbc.co.uk/skillswise/numbers/wholenumbers/multiplication/timestables/index.shtml
Product Game
A fun, interactive two-player game that exercises your skill with factors and multiples.
http://illuminations.nctm.org/ActivityDetail.aspx?ID=29
Two Minute Warning

Solve as many problems as you can in two minutes.
http://www.primarygames.com/flashcards/multiplication/start.htm
Button Beach Challenge

Figure out what number the various colored buttons represent.
http://www.amblesideprimary.com/ambleweb/mentalmaths/buttons.html
Free worksheets for order of operations

Generate printable & customizable worksheets for order of operations. Choose from five operations and
parentheses. You can choose the number range used, number of problems, and more.
http://www.homeschoolmath.net/worksheets/order_of_operations.php
My Dear Aunt Sally

A fun game you can play online for free, or purchase as an app. Choose whole numbers, integers,
fractions, decimals, or rational numbers, and then which of the five operations to use. In the game, you
need to place the given numbers into two expressions so that the operations make the two expressions
have the same value.
http://www.mydearauntsally.com
Factorization Forest
For each number you factorize, you'll get to grow a tree in your forest! You can choose between 6
different trees, also.
mrnussbaum.com/forest/
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Factor Trees at Math Playground
Factor numbers to their prime factors using an interactive factor tree, or find the GCF and LCM of
numbers.
www.mathplayground.com/factortrees.html
8
Many Times the Same Group
1. Write.
a. 2 times the word b. 3 times the word c. 5 times the word

CAT ME YOU
d. 0 times the word e. 4 times the word f. 1 time the word

FROG SCHOOL HERE
2. Draw groups of balls.
a. 2 times a group of 3 balls b. 3 times a group of 5 balls c. 1 time a group of 7 balls
d. 4 times a group of 1 ball e. 0 times a group of 2 balls f. 3 times a group of 3 balls
g. 0 times a group of 8 balls h. 4 times a group of 0 balls i. 5 times a group of 2 balls
9 Math Mammoth Multiplication 1 (Blue Series)

3. Fill in the missing parts.
a. 2 times 5 b. _____ times _____ c. _____ times _____
d. _____ times _____ e. _____ times _____ f. _____ times _____
5 3 2 7
This means 5 times a group of 3. This means 2 times a group of 7.
It is called multiplication. You multiply 2 times 7.
4. Now its your turn to draw! Notice also the symbol which is read times.
a. 2 times 4 b. 3 times 6 c. 1 times 7

24 36 17
d. 6 times 1 e. 4 times 0 f. 2 times 2

61 40 22

5. Write the multiplication sentence. Write the total after the = sign.
a. 2 6 = 12 b. ____ ____ = _____ c. ____ ____ = _____
d. ____ ____ = _____ e. ____ ____ = _____ f. ____ ____ = _____
6. Draw groups. Write the total.
a. 8 1 = _____ b. 1 10 = _____ c. 2 2 = _____
d. 5 2 = _____ e. 2 8 = _____ f. 3 3 = _____

Multiplication and Addition
The symbol indicates multiplication. Multiplication means
that you have a certain number of groups of the same size.
Here we have five groups, and each group has two elephants.
5 2 = 10
how many how many We can solve

groups in each group it by adding:
5 2 = 2 + 2 + 2 + 2 + 2 = 10
Five times two elephants is ten elephants.
Here there are three groups, and each group has four dogs.
3 4 = 12
how many how many We can solve

groups in each group it by adding:
3 4 = 4 + 4 + 4 = 12
Three times four dogs is twelve dogs.
1. Draw dots in groups to match the multiplications.
a. 2 6 b. 4 2

2. Fill in the missing parts.
a.
b.
____ groups, ____ scissors in each. ____ groups, ____ rams in each.
____ ____ scissors = ____ scissors ____ ____ rams = ____ rams
_____+ _____ + _____ + _____ _____+ _____ + _____
c. d.
____ groups, ____ dogs in each. ____ group, ____ carrots in it.
____ ____ dog = ____ dogs 1 ____ carrots = ____ carrots
_____+ _____ + _____
3. Write an addition and a multiplication sentence for each picture.
a. b.
___ + ___ + ___ + ___ = _____ ___ + ___ + ___ + ___ + ___ = _____
____ ____ = ______ ____ ____ = ______
c. d.
___ + ___ + ___ + ___ + ___ = _____ ___ + ___ + ___ + ___ = _____
____ ____ = ______ ____ ____ = ______

4. Now it is your turn to draw. Draw balls or sticks. Write the multiplication sentence.
a. Draw 3 groups of seven sticks. b. Draw 2 groups of eight balls.
_____ _____ = ______ _____ _____ = ______

c. Draw 4 groups of four balls. d. Draw 5 groups of two balls.
_____ _____ = ______ _____ _____ = ______
5. Draw groups to solve the multiplications.
a. 5 4 = _______ b. 4 6 = _______
6. These problems have to do with groups. Write a multiplication. Drawing can help.
a. How many legs do five cows have? b. How many wheels do six bicycles have?
_____ _____ = ______ _____ _____ = ______
c. How many sticks are in three groups d. One bunch of grapes has 11 grapes. How
of five sticks? many grapes are in three such bunches?
_____ _____ = ______ _____ _____ = ______

Multiplying on a Number Line
Five jumps, each

jump is two steps.
5 2 = 10.
Four jumps, each

jump is three steps.
4 3 = 12.
1. Write the multiplication sentence that is illustrated by the jumps on the number line.
a. _____ ______ = ________
b. _____ ______ = ________
c. _____ ______ = ________
d. _____ ______ = ________

2. Draw more skips of three.
3. Multiply with 3. Use the skips above to help.
a. 5 3 = ______ b. 8 3 = ______ c. 6 3 = ______ d. 2 3 = ______
4 3 = ______ 7 3 = ______ 3 3 = ______ 9 3 = ______
4. How many skips of three are needed? Use the number line above to help.
a. _____ 3 = 24 b. _____ 3 = 18 c. _____ 3 = 21 d. _____ 3 = 6
_____ 3 = 9 _____ 3 = 15 _____ 3 = 12 _____ 3 = 3
5. Draw more skips of four.
6. Multiply with 4. Use the skips above to help.
a. 2 4 = ______ b. 6 4 = ______ c. 8 4 = ______ d. 5 4 = ______
4 4 = ______ 7 4 = ______ 3 4 = ______ 1 4 = ______
7. How many skips of four are needed? Use the number line above to help.
a. _____ 4 = 24 b. _____ 4 = 0 c. _____ 4 = 16 d. _____ 4 = 20
_____ 4 = 8 _____ 4 = 12 _____ 4 = 8 _____ 4 = 4

8. Continue and draw jumps to fit the multiplication problem.
a. 6 4 = ________
b. 5 5 = ________
c. 6 5 = ________
d. 7 4 = ________
e. 3 10 = ________
9. Add repeatedly (or skip-count) to multiply. You can use the number line to help.
a. 3 2 = ______ b. 5 2 = ______ c. 5 6 = ______ d. 3 10 = ______
6 3 = ______ 7 4 = ______ 3 9 = ______ 2 11 = ______
4 5 = ______ 3 8 = ______ 4 10 = ______ 3 7 = ______

Multiplication as an Array
An array is an orderly arrangement of things in rows and columns.
When things are neatly aligned in an array, we can think of the rows as groups,
so an array still pictures multiplication as repeated addition.
3 rows, 6 crosses in each row. 4 rows, 8 camels in each row.

6+6+6 8+8+8+8
3 6 = 18 4 8 = 32
1. Fill in the missing numbers.
b. _____ rows, _____ rams in each row.

a. _____ rows, _____ carrots in each row.
_____ + _____ _____ + _____ + _____
_____ _____ = _______ carrots _____ _____ = _______ rams
c. _____ rows, _____ bear in each row. d. _____ rows, _____ bulbs in each row.
_____ + _____ _____ + _____+ _____
_____ _____ = _______ bears _____ _____ = _______ bulbs

2. Write the addition and multiplication facts that the pictures are illustrating.
The box with a T is a ten.
a. b.
4 + 4 = _____
2 4 = _____
c. d.
e. f.
g. h.
IIIIIIIIII
IIIIIIIIII
IIIIIIIIII
i. j.

Order of Operations 1
Mathematicians have decided in which order we calculate if there are many operations.
1) First, we calculate what is inside the PARENTHESES ( ).

2) Then, we MULTIPLY before adding or subtracting.
3) Lastly, we ADD and SUBTRACT from left to right.
In this lesson, we will not have any parentheses in the problems.
1. Add and subtract from left to right. This means the first operation you do is the first one
from the left. You can circle the operation to do FIRST in a bubble or a balloon!
a. b. 15 7 + 3 c. 100 40 40 + 20
2. Calculate. Circle the operation to be done first. Remember to multiply first!
a. b. 32+2 c. 20 4 4
5 + 8 = ______
d. 15 + 3 2 e. 3524 f. 25+14
g. 5+12+5 h. 30 2 2 10 i. 51+23
j. 10 + 5 4 k. 26+27 l. 50 3 2 + 6
Which operations will make the number sentences true?
2 4 1=9 5 5 4 = 25 5 2 5 5 = 20

Understanding Word Problems, Part 1
7 7 7 7
$8 $8 $8
There are seven rocks in each box. Each shirt costs $8. All totaled,
That is a total of 4 7 = 28 rocks. they cost 3 $8 = $24.
Whenever repeated addition (adding the same number many times) would solve a problem,
you can use multiplication.
In such problems, EACH thing or person has the same amount, or EACH thing costs the same
amount, and so on. Watch for the word each it often means you use multiplication.
1. Write a multiplication sentence for each problem. You can draw pictures to help.
a. Four children are playing tennis together.

They each brought six balls. ____ ____ = ______
How many tennis balls do they have altogether?
b. There are five people in the Smith family. Each person

keeps a hand towel and a bath towel in the bathroom. ____ ____ = ______
How many towels are there hanging in their bathroom?
c. A certain town has three post offices. Each post

office has five workers. How many postal workers ____ ____ = ______
do the post offices have altogether?
d. The Jones family ordered three veggie pizzas

and one chicken pizza.
Each pizza was sliced into four pieces.
____ ____ = ______
How many slices of pizza were there?
e. Mrs. Anderson has two plastic flower pots and two

ceramic ones. In each pot there are five flowers. ____ ____ = ______
How many flowers does she have?
f. The teacher was putting crayons in bags. She had

seven bags, but one of the bags was broken, so she
only used six. She put 10 crayons in each bag.
____ ____ = ______
How many crayons did the teacher put in the bags?

$2 $2 $2 $2 $5 $5 $5
5 5 5 4
How many people are What is the total cost? We can write
living in these houses? two different multiplications, and
We can multiply and add: add their results.
3 5 + 4 = 19 people 4 $2 + 3 $5 = $23
(the staplers) + (the scissors)
2. How many people live in the houses? Write a multiplication and addition.
a.
2 2 2 2 5 5 5
____ ____ + ____ ____ = _______
b.
4 4 4 3 3 3 3
____ ____ + ____ ____ = _______
c.
4 4 4 4 4 7
____ ____ + ____ = _______
d.
5 5 5 5 6 6 6 8
____ ____ + ____ ____ + ____ = _______
e.
10 10 10 10 6 6 7

3. Write a multiplication and addition for the total cost.
a.
$10 $10 $10
$20
_____ _____ + _____ = _______
b.
$12 $5 $5 $5 $5 $5
_____ + _____ _____ = _______
c.
$2 $2 $2 $4 $4 $4 $4 $4
____ ____ + ____ ____ = _______
d.
$3 $3 $3 $3 $2 $2 $2
4. Solve. Write a multiplication and addition for each problem. Dont just write the answer.
a. Elijah bought five notebooks for $2 each and a package of pencils for $5.
What was the total cost?
b. Mother bought four chairs for $10 each and two tables for $20 each.
What was the total bill?
c. Bill bought coffee for $2, a bottle of water for $2, and four cheese sandwiches for $3 each.
What was the total bill?

Understanding Word Problems, Part 2
Sometimes in a multiplication problem we are not asked the total. Instead,
the problem could ask for how many groups, or how many in each group.
If John divides his 10 toy figures into two groups,

how many will be in each group?
We can write a multiplication where one of the numbers we multiply is missing.
It is called a missing factor sentence. The numbers we multiply are called factors.
2 _____ = 10 There are 5 figures in each group.

(how many (how many in
(the total)
groups) each group)
Emily bought a bunch of pillows for $6 each. Her total bill was $60.
How many pillows did she buy?
_____ $6 = $60 The answer is 10 because 10 6 = 60.

(how many (how much
(the total)
pillows) each pillow costs)
1. Solve. Write a multiplication for each problem. Do not just write the answer.
a. The teacher divided 18 students

into three equal groups. _____ _____ = _____
How many are in each group?
(Hint: Draw the students.) (how many (how many
(the total)
groups) in each group)
b. Mary bought a bunch of notebooks

for $2 each. The total bill was $18. _____ _____ = _____
How many did she buy? (how many (how much
(the total)
notebooks) each costs)
c. Matthew has saved $20. He wants to

buy soccer balls that cost $5 each. _____ _____ = _______
How many can he buy?
d. Isabella bought 5 little toys that cost $3 each.

How much was the total bill? _____ _____ = _______

2. Solve. Write a multiplication or an addition or both for each problem. Do not just write
the answer. You can draw pictures to help you!
a. The Johnsons ordered 4 pizzas again, sliced into four pieces each.
This time the dog ate one piece. How many pieces did the people get?
b. Lily packs seashells in boxes, 5 seashells in each box. She has 25 seashells.
How many boxes does she need?
c. Angela needs to learn Spanish words. The five word boxes on the page
all have six words in them. In each box, two of the words are in bold.
How many words does she need to learn?
How many words are in bold?
d. Jerry bought two tangerines, five apples, and seven bananas.

How many pieces of fruit did he buy?
e. Students are sitting around tables. There are four tables with four students,
and one table with three students. How many students are in the class?
3. Multiply. 4. Fill in the multiplication table:
a. 4 5 = ______ b. 10 0 = ______ 0 1 2 3 4
0 4 = ______ 6 3 = ______ 0
10 3 = ______ 1 78 = ______ 1
c. 25 1 = ______ d. 0 49 = ______ 2
2 4 = ______ 10 1 = ______ 3
2 7 = ______ 2 6 = ______ 4

Multiplication in Two Ways
1. Compare the two pictures:
4
4
+4
12 3 + 3 + 3 + 3 = 12
Three rows; four dogs in each row. Four columns; three dogs in each column.
3 4 = 12 4 3 = 12
Five rows; Two columns;

each row has two rams. each column has five rams.
___+___+___ +___+___ rams ____ + ____ rams
5 2 = _____ 2 5 = _____
One row; it has five giraffes. Five columns; each column has one giraffe.
_____ giraffes ___ + ___ + ___ + ___ + ___ giraffes.
15=5 5 1 = _____
You can do any multiplication in two different ways, but the result is the same.
The order of the numbers does not matter in a multiplication problem.
(In other words, multiplication is commutative.)

2. Group the animals in two different ways: as rows and as columns, and write the
multiplication fact that matches the picture. In one case, you get the same multiplication
fact either way.
a.
_____ _____ = ______ _____ _____ = ______
b.
_____ _____ = ______ _____ _____ = ______
c.
_____ _____ = ______ _____ _____ = ______
d.
_____ _____ = ______ _____ _____ = ______
3. Draw Xs and group them in two ways to illustrate the two ways to multiply.
a.
_____ _____ = ______ _____ _____ = ______

nine groups of 2 two groups of 9
b.
_____ _____ = ______ _____ _____ = ______

five groups of 3 three groups of 5

Multiplying in two ways on the number line
5 2 = 10
2 5 = 10
7 2 = 14
2 7 = 14
4. For each number line, write the two multiplication sentences that are indicated by the arrows.
a.
____ ____ = _______ ____ ____ = _______
b.
____ ____ = _______ ____ ____ = _______
c.
____ ____ = _______ ____ ____ = _______
d.
____ ____ = _______ ____ ____ = _______

5. Which is the easier way to multiply?
a. b.
2 10 = _____ OR 10 2 = _____ 7 2 = _____ OR 2 7 = _____

Two groups of ten Ten groups of two Seven groups of two Two groups of seven
c. d.
3 4 = _____ OR 4 3 = _____ 11 3 = _____ OR 3 11 = _____

Three groups of four Four groups of three Eleven groups of 3 Three groups of 11
6. Skip-count to fill in the multiplication table of 3. How does the picture relate to it?
13= 43= 73= 10 3 =
23= 53= 83= 11 3 =
33= 63= 93= 12 3 =
7. Write a multiplication for each problem. Drawing can help.
a. Michael put four rocks in each of his toy buckets. He had five buckets.
How many rocks did he use?
_____ _____ = _______
b. One small booklet has 12 pages. How many pages are in three booklets?
_____ _____ = _______
c. If you make groups of 4 sticks, and you have 12 sticks, how many groups can you make?
(Hint: Draw the 12 sticks.)
_____ _____ = _______
d. If you make groups of 5 sticks, and you have 20 sticks, how many groups can you make?
(Hint: Draw the 20 sticks.)
_____ _____ = _______

Order of Operations 2
1) First, we calculate what is inside the PARENTHESES ( ).
2) Then, we MULTIPLY before adding or subtracting.
3) Lastly, we ADD and SUBTRACT from left to right.
Example. 4 (2 + 3)
First, we calculate 2 + 3 because it is inside the parentheses.
So, we get 4 5. That is 20.
1. Add and subtract. Remember the parentheses! Circle the operation that needs to be done
FIRST in a bubble or a balloon.
a. 20 + 6 3 c. 20 6 + 3 e. 80 30 (30 + 20)
b. 20 + (6 3) d. 20 (6 + 3) f. 80 (30 30) + 20
2. Calculate. Circle the operation to be done first. Parentheses multiply add/subtract.
a. 3+52 b. 5 (3 + 1) c. 4 (4 2)
d. 3 6 11 e. 25 5 2 f. (3 2) 6
g. (4 + 2) 2 h. 35+24
i. 2 (4 + 3) + 8 j. 50 (7 2) 4

3. Circle the operation to be done first in a bubble!
a. 07+2 b. 5+13 c. 5 (1 + 9)
d. (10 5) 4 e. 55 + 0 3 f. 8 2 12
4. Now watch carefully! You will need more steps.
a. 3423 b. 6 + 7 (4 2)
c. 2 (5 + 4) + 5 d. 30 2 7 2
5. Solve. Write a number sentence for each problem. Dont just write the answer.
a. Ten people are going to eat dinner. One of them is little Hannah. There are two plates
for everybody, except Hannah gets only one plate. How many plates are on the table?
b. In a little restaurant, there are five tables for two people and four tables
for four people. How many people can sit in the restaurant?
Which operations will make the number sentences true?
16 1 1 = 15 10 5 2 = 20 3 4 5 6 = 29
35 5 4 = 15 5 7 6 = 41 9 3 5 2 = 17
You can make a game out of this. Make problems beforehand and use any board game with dice,
the rule being that you can roll the die only if you first answer the question right.

Multiplying by Zero
Five groups, each has zero giraffes. Zero groups or NO groups of five giraffes.
5 0 = _____ 05=0
Take three jumps of zero steps.

Where do you end up?
3 0 = 0.
Take ZERO or no jumps

of three steps:
0 3 = 0. (no jumps)
Remember, multiplication means you have so many of the same-sized groups.

How many how many How many How many
groups in each group groups in each group
4 0 = 0+0+0+0 = 0 0 4 = 0
(empty groups) (nothing)
Dont forget about multiplying by one, either.
Four groups, each has one giraffe. One group has four giraffes.
4 1 = 1 + 1 + 1 + 1 = _____ 1 4 = _____
1. Let's see if you understood! Multiply.
a. 0 5 = _____ b. 1 1 = _____ c . 0 10 = _____ d. 6 1 = _____
0 0 = _____ 1 9 = _____ 1 10 = _____ 6 0 = _____

2. Fill in the easy multiplication tables of zero and one.
Table of Zero Table of One
1 0 = _____ 7 0 = _____ 1 1 = _____ 7 1 = _____
2 0 = _____ 8 0 = _____ 2 1 = _____ 8 1 = _____
3 0 = _____ 9 0 = _____ 3 1 = _____ 9 1 = _____
4 0 = _____ 10 0 = _____ 4 1 = _____ 10 1 = _____
5 0 = _____ 11 0 = _____ 5 1 = _____ 11 1 = _____
6 0 = _____ 12 0 = _____ 6 1 = _____ 12 1 = _____
3. Solve. You can draw to help.
a. Mommy bought four cartons of eggs. Each carton had six eggs but
two of the eggs were bad. How many good eggs did Mommy get?
_____ _____ _____ = ________
b. Mary has a jar of marbles, a jar of pretty stones, and a jar of pine cones.
Each jar has 20 things in it. How many things does Mary have in these jars?
4. Multiply. 5. Fill in the multiplication table:
a. b. 0 1 2 3 4 5
35 1 = ______ 6 5 = ______
0
1 1 = ______ 1 0 = ______
1
10 3 = ______ 67 1 = ______
2
c. d.
3
1 45 = ______ 7 2 = ______
0 1 = ______ 0 0 = ______ 4
0 99 = ______ 0 10 = ______ 5

How to Do Structured Oral Drilling
This kind of drilling is aimed at memorizing a certain times table. It should be used only after the child has already
studied the concept of multiplication to some extent and understands the concept itself.
When you are doing memorization drills, be sure to explain to the student that the goal is to memorize the factsto
recall them from memoryand not to get the answers by counting or any other method. Just like your child has
probably already memorized your address and phone number, now she or he is going to memorize some math facts.
You can easily see if the student is trying to count because producing the answer by counting takes much more
time. You should expect the child to answer immediately when you are drilling. If he or she doesn't know the
answer by heart (from memory), then tell him or her the right answer.
Short drill sessions are usually best. For example, you might drill for five or ten minutes at a time, depending on the
attention span of the child.
However, try to have at least two sessions during the day as your schedule permits. Research on how the brain
learns has shown that new memories are forgotten soon and that new information is best retained when it is
reviewed within 4-6 hours of the time it is initially learned. (By the way, this principle applies to anything new a
person is learning.)
Pencil and paper activities that the student completes alone do not work really well for memorizing facts because
the child can get the answers by counting and not from memory. Proper drill requires an investment in time from
the instructor. If you can, utilize older siblings, too, in the task of drilling. Moreover, computers are great
drillmasters since they never get tired or bored and since you can usually choose a timed session in which the child
must produce the answers quickly. Computer-based drilling can be very rewarding to children when they begin to
notice that they are truly learning the facts and are becoming able to complete the drills successfully. They can
actually come to enjoy the process of memorization. Please see the introduction of this book for a list of free
interactive online multiplication activities.
Heres a five-step method for memorization. Normally only a few of the steps would be included in any one
session, depending on the child's concentration and ability.
Example: Memorizing the threes tablein five steps
You can view a short video explaining the main points of the drill here:
http://www.youtube.com/watch?v=4bpq3Mqbwv0
Have the table to be learned already written on paper. Here we will use the table of three as an example.
1. The first task is to memorize the list of answers. Have your child study the first half of the
skip-counting list (3, 6, 9, 12, 15, 18), saying the numbers aloud while pointing to the 1x3=3
answers one by one with a finger or a pen. This technique uses the senses of seeing, hearing, 2x3=6
and touch simultaneously to fix the information in the brain. After he has gone through the 3x3=9
list a few times, ask him to repeat it from memory. 4 x 3 = 12
5 x 3 = 15
Expect your child to answer, and dont give her the answers too easily, because ONLY by 6 x 3 = 18
putting forth an effort will she memorize the facts. Just like the muscles, the mind needs 7 x 3 = 21
exercise to become stronger. 8 x 3 = 24
9 x 3 = 27
Require her to memorize the skip-counting list both forwards and backwards. Keep 10 x 3 = 30
practicing until she can rattle off the first list of 3, 6, 9, 12, 15, 18. With some tables, like 11 x 3 = 33
the tables of 2, 5, and 10, it helps to point out the pattern in them. The pattern in table of 9 is 12 x 3 = 36
more subtle but still useful.
2. Then tackle the last half of the list: 21, 24, 27, 30, 33, 36. Do the same things you did with the first half of the
list.

3. Next, work with the whole list of answers. Practice the list going up and down until it goes smoothly and
easily. These steps may be enough for one day. But be sure to review again later in the day.
4. Next, practice individual problems randomly. You can ask orally (What is 5 times 3?), point to the problems
on the paper, or use flashcards. However, I would recommend reading the question aloud while simultaneously
pointing to the problem or showing the flashcard because, again, using multiple senses helps to fix the
information in the mind better.
The goal at this stage is to associate each answer 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, with a certain
multiplication fact (such as 7 3).
You can also mix facts from earlier tables that she already knows with these new problems and drill them
together with flashcards.
5. The last step is to do the drill the other way around. Now you say the answer (21), and the student has to
produce the problem (3 7). Keep the table handy, hide the problems, and point to the answers in a random
order. This technique can also work the other way around, where the student says the answers, and you produce
the problems. Give wrong answers sometimes, too, to check them out.
As an extension, you can say answers from several tables that you've studied and have the student give the
corresponding problem. Sometimes there are several answers. For example, 36, 30, 24, and 20 are in several
different times tables. This is an especially good exercise as it prepares for the concepts of division and
factoring.
The memorization probably won't happen over night. On subsequent days, you can mix steps 1-5 (normally you
wont need to concentrate too much on steps 1 and 2 after the initial practice). This kind of drilling takes a little
time and effort from the teacher, but it can be very effective. Homeschoolers can obviously do some of it while
going about other tasks, such as traveling in the car and so on.
While you are doing this table by table, you can also try to teach the process to your child, so that she will learn
how to do the memorization herself. She can hide the answers and try to reproduce the list in her mind.
Other helpful ideas:

z Hang a poster with the 1212 or 1010 table on the wall. Remind your child to glance at it several times a
day. It can work wonders for visual students!
z Hang another poster beside it, with an empty grid, in which the child fills in those facts he has mastered.
z Recite the skip-counting lists or multiplication facts aloud just before going to bed. This can turn them into
mastered facts by the next morning.
Are timed drills necessary?

I feel that timed drills are just one tool among many when it comes to learning math facts. Some children will thrive
on them; in other words, they will learn quickly when they are used. Perhaps they like the challenge of racing
against the clock. There are a number of timed computer games that can work very well for drilling facts.
For example, Math Magician games has a simple 1-minute countdown, and if you answer 20 questions in that time,
you get an award.
http://www.oswego.org/ocsd-web/games/Mathmagician/cathymath.html
Some of the games at the link below Dont time you but give you more points the faster you go. That site is actually
filled with several types of games just for math facts practice.
http://www.sheppardsoftware.com/math.htm
Yet for other kids timed drills may be counterproductive and end up in tears and frustration. The proof is in the
pudding: just try it and see how it goes.

Multiplication Table of 2
1. Skip-count by twos. Practice this pattern until you can say it from memory. Also practice
it backwards (counting up and down). Notice these are the even numbers!
0, 2, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 24
2. a. Fill in the table of 2. b. Fill in the missing factors. Then cover the answers. Choose
problems in random order and practice. You may first practice only the part from
1 2 till 6 2, and the rest at a later time, such as the next day.
a. b.
1 2 = ____ 7 2 = ____ ____ 2 = 2 ____ 2 = 14
2 2 = ____ 8 2 = ____ ____ 2 = 4 ____ 2 = 16
3 2 = ____ 9 2 = ____ ____ 2 = 6 ____ 2 = 18
4 2 = ____ 10 2 = ____ ____ 2 = 8 ____ 2 = 20
5 2 = ____ 11 2 = ____ ____ 2 = 10 ____ 2 = 22
6 2 = ____ 12 2 = ____ ____ 2 = 12 ____ 2 = 24
3. Dont write the answers down. Use these problems for random drill practice.
62 72 23 27 28
92 22 2 11 24 32
42 82 29 26 25
21 12 2 2 12 82 10 2
2 = 14 2 = 12 2=6 2 = 12 2 = 22
2 = 18 2 = 16 2 = 18 2=8 2 = 10
2=8 2 = 24 2 = 14 2 = 20 2 = 24
2 = 16 2=2 2 = 22 2=4 2=6

5. Multiply.
a. 2 12 = ______ b. 8 2 = ______ c. 9 2 = ______ d. 2 11 = ______
7 1 = ______ 2 5 = ______ 3 0 = ______ 10 2 = ______
1 8 = ______ 6 2 = ______ 1 2 = ______ 0 7 = ______
6. Multiplying by two is the same as doubling. Write an addition sentence and multiply by
two to double the number in each problem.
a. Double 8 b. Double 13 c. Double 15

8 + 8 = ______ ____ + ____ = ______ ____ + ____ = ______
2 8 = ______ ____ ____ = ______ ____ ____ = ______
d. Double 25 e. Double 32 f. Double 45
____ + ____ = ______ ____ + ____ = ______ ____ + ____ = ______
____ ____ = ______ ____ ____ = ______ ____ ____ = ______
7. Continue the multiplication table of 2 a little bit further. Notice that all the answers in the
multiplication table of 2 are even numbers.
2 12 = ______ 2 15 = ______ 2 18 = ______ 2 21 = ______
2 13 = ______ 2 16 = ______ 2 19 = ______ 2 22 = ______
2 14 = ______ 2 17 = ______ 2 20 = ______ 2 23 = ______
8. Underline or circle whether the number is even or odd. If the number is even, write it as
two times the number that was doubled. If the number is odd, do nothing.
a. 14 is even/odd b. 7 is even/odd c. 18 is even/odd
2 ______ 2 ______ 2 ______
d. 21 is even/odd e. 30 is even/odd f. 34 is even/odd
2 ______ 2 ______ 2 ______

9. Solve. Write a multiplication or a multiplication and addition for each problem.
a. How many feet do seven chickens have?
____ ____ = ________

b. How many feet do five chickens and one cow have?
____ ____ + ____ = ________

c. How many feet do two cows and one chicken have?
____ ____ + ____ = ________

d. How many feet do three cows and five chickens have?
____ ____ + ____ ____ = ________
10. Write an animal feet problem to match this addition and multiplication:
8 2 + 2 4 = 24
You can also make animal feet problems for your friend/classmate!
11. Solve the word problems. Write a multiplication, addition, or a subtraction, or perhaps
a combination of them, for each problem.
a. There were two trees with seven birds in each tree. Three of them flew away.
How many birds stayed in the trees?
____ ____ ____ = ________

b. John earns two dollars every time he helps with the yard work. He did yard work
six times and saved all his money. Then he bought a book that cost eight dollars.
How much money did he have left?
Fred already had $11 in his piggy bank. Each week, for eight weeks, he saved
$2 from the money he earned. Afterwards, he had just enough money to buy an
expensive model airplane. How much did the airplane cost?

1. Skip-count by fours. Practice this pattern until you can say it from memory. Also practice
it backwards (up-down). You may practice one-half of it at first, and the other half later.
0, 4, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 48
problems in a random order and practice. You may first practice only the part from 1 4
till 6 4, and the rest at a later time, such as the next day.
a. b.
1 4 = ____ 7 4 = ____ ____ 4 = 4 ____ 4 = 28
2 4 = ____ 8 4 = ____ ____ 4 = 8 ____ 4 = 32
3 4 = ____ 9 4 = ____ ____ 4 = 12 ____ 4 = 36
4 4 = ____ 10 4 = ____ ____ 4 = 16 ____ 4 = 40
5 4 = ____ 11 4 = ____ ____ 4 = 20 ____ 4 = 44
6 4 = ____ 12 4 = ____ ____ 4 = 24 ____ 4 = 48
The facts in the table of 4 are DOUBLES of the facts in the table of 2!
To find 6 4, first multiply 6 2, then double the answer.
64 74 43 47 34 48
94 84 4 11 46 45 24
44 12 4 49 4 12 10 4 41
4 = 44 4 = 12 4 = 28 4 = 48 4 = 24
4 = 32 4 = 36 4 = 44 4=4 4 = 16
4=8 4 = 24 4 = 20 4 = 40 4 = 48

5. Write the skip-counting patterns for the table of 2 and the table of 4. Then, mark the numbers
that are in both lists (circle or underline them).
Table of 2: 0 , 2 , 4 , 6 , _____, _____, _____, _____, _____, _____, _____, _____, 24
Table of 4: 0 , 4 , 8 , 12 , _____, _____, _____, _____, _____, _____, _____, _____, 48

Find the numbers that are in both lists, and write them in the table below. Write each number
as some number times 2 and as some number times 4.
Numbers Numbers
Using 2 Using 4 Using 2 Using 4
in both tables in both tables
0 0 2 0 4 ____ 2 ____ 4
4 2 2 1 4 ____ 2 ____ 4
8 ____ 2 ____ 4 24 ____ 2 ____ 4
____ 2 ____ 4
6. Solve. Write a number sentence for each, not just the answer!
a. How many legs do seven goats have in total?
b. How many legs do three cats and seven chickens have in total?
c. The cheap socks cost $1 for each pair.

How many pairs of cheap socks can you buy with $15?
d. Expensive socks cost $3 for each pair.

How many pairs of expensive socks can you buy with $15?
e. Liz bought three pairs of cheap socks and two pairs of expensive socks.
How much money did she spend?

1. Skip-count by tens. Notice how easy it is! Practice this pattern until you can say it from
memory. Also practice it backwards (up-down).
0, 10, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 120
2. Fill in the missing parts. Then cover the answers, choose problems in random order,
and practice. This table is so easy you may not need much practice!
1 10 = _____ 7 10 = _______ ____ 10 = 10 ______ 10 = 70
2 10 = _____ 8 10 = _______ ____ 10 = 20 ______ 10 = 80
3 10 = _____ 9 10 = _______ ____ 10 = 30 ______ 10 = 90
4 10 = _____ 10 10 = _______ ____ 10 = 40 ______ 10 = 100
5 10 = _____ 11 10 = _______ ____ 10 = 50 ______ 10 = 110
6 10 = _____ 12 10 = _______ ____ 10 = 60 ______ 10 = 120
...both in the table of two and the table of ten?

What same multiplication fact is...
...both in the table of four and the table of ten?
3. Multiply. Don't write the answers down. Use these problems for random drill practice.
5 10 6 10 10 8 10 7 25
12 10 9 10 10 4 10 10 10 3
7 10 11 10 10 12 10 11 10 6
4. Don't write the answers down. Use these problems for random drill practice.
10 = 30 10 = 20 10 = 80 10 = 40 10 = 90
10 = 10 10 = 40 10 = 90 10 = 110 10 = 30
10 = 60 10 = 50 10 = 100 10 = 70 10 = 120

5. a. You see chickens and cats walking in the yard and they have a total of 22 legs.
How many cats and how many chickens are there?
b. Find two other solutions to the previous problem.
6. Multiply.
a. 12 b. 8 c. 7 d. 9 e. 5 f. 11
4 2 1 0 4 4
7. Fill in parts of the multiplication table that we have studied.
0 1 2 3 4 5 6 7 8 9 10 11 12
10
11
12

One centimeter (cm)
has ten millimeters (mm).
1 cm = 10 mm
8. Change centimeters into millimeters and vice versa!
a. 2 cm = ______ mm e. 7 cm = ______ mm i. _____ cm = 20 mm
b. 5 cm = ______ mm f. 9 cm = ______ mm j. _____ cm = 80 mm
c. 11 cm = ________ mm g. 6 cm = ______ mm k. _______ cm = 120 mm
d. _____ cm = 30 mm h. cm = 100 mm l. cm = 40 mm
9. Do the conversions according to the example.
a. 2 cm 2 mm = 22 mm f. _____ cm _____ mm = 37 mm
b. 5 cm 4 mm = ________ mm g. _____ cm _____ mm = 89 mm
c. 8 cm 8 mm = ________ mm h. _____ cm _____ mm = 45 mm
d. 11 cm 1 mm = ________ mm i. _____ cm _____ mm = 29 mm
e. 10 cm 6 mm = ________ mm j. ________ cm _____ mm = 103 mm
10. Measure a spoon, a pencil, a pen, a nail, and a safety-pin in centimeters and millimeters.
You can also measure other items that you find.
spoon: _____ cm _____ mm nail: _____ cm _____ mm
pencil: _____ cm _____ mm safety-pin: _____ cm _____ mm
pen: _____ cm _____ mm

1. Skip-count by fives. Practice this pattern until you can say it from memory. Also practice
0, 5, _____, _____, _____, _____, ____, ____, _____, _____, _____, ____, 60
problems in random order and practice. You may first practice only the part from 1 5
a. b.
1 5 = ____ 7 5 = ____ ____ 5 = 5 ____ 5 = 35
2 5 = ____ 8 5 = ____ ____ 5 = 10 ____ 5 = 40
3 5 = ____ 9 5 = ____ ____ 5 = 15 ____ 5 = 45
4 5 = ____ 10 5 = ____ ____ 5 = 20 ____ 5 = 50
5 5 = ____ 11 5 = ____ ____ 5 = 25 ____ 5 = 55
6 5 = ____ 12 5 = ____ ____ 5 = 30 ____ 5 = 60
...both in the table of five and the table of two?

What same multiplication fact is... ...both in the table of five and the table of four?
...both in the table of five and the table of ten?
65 75 53 57 5 10
95 12 5 5 11 54 35
45 85 59 56 55
5 = 35 5 = 20 5 = 55 5 = 40 5 = 55
5=5 5 = 45 5 = 25 5 = 50 5 = 30
5 = 60 5 = 10 5 = 35 5 = 60 5 = 15

5. Write the skip-counting patterns for the table of 5 and the table of 10. Then, mark the
numbers that are in both lists (circle or underline them).
Table of 5: 0, 5 , 10, 15, _____, _____, _____, _____, _____, _____, _____, _____, 60
Table of 10: 0, 10, 20, 30, _____, _____, _____, _____, _____, _____, _____, _____, 120
Find the numbers that are in both lists, and write them in the table below. Write each number
as some number times 5 and as some number times 10.
Numbers Numbers
0 0 5 0 10 ____ 5 ____ 10
10 2 5 1 10 ____ 5 ____ 10
____ 5 ____ 10 ____ 5 ____ 10
____ 5 ____ 10
6. Continue the patterns.
a. b.
10 2 + 0 = 20 5 1 + 1 = ______
10 3 + 1 = 31 5 2 + 2 = ______
10 4 + 2 = 42 ____ ____ + ____ = ______
____ ____ + ____ = 53 ____ ____ + ____ = ______
____ ____ + ____ = ______ ____ ____ + ____ = ______
____ ____ + ____ = ______ ____ ____ + ____ = ______
____ ____ + ____ = ______ ____ ____ + ____ = ______
____ ____ + ____ = ______ ____ ____ + ____ = ______
____ ____ + ____ = ______ ____ ____ + ____ = ______
____ ____ + ____ = ______ ____ ____ + ____ = ______
c. The answers of the pattern in (b) form a certain skip-counting pattern. Which one?

7. Fill in the parts of the multiplication table that we have studied.
0 1 2 3 4 5 6 7 8 9 10 11 12
10
11
12
What numbers can go into the puzzles?
= 20 = 12
= 20 = 12
= = = =
10 40 6 24

More Practice and Review (tables of 2, 4, 5, and 10)
1. Review the tables of two and four. Then check yourself with these problems.
a. b. c. d.
9 2 = _____ 5 2 = _____ 7 2 = _____ 4 4 = _____
7 4 = _____ 3 4 = _____ 9 4 = _____ 12 4 = _____
10 2 = _____ 2 4 = _____ 4 10 = _____ 3 2 = _____
e. f. g. h.
6 4 = _____ 4 2 = _____ 6 2 = _____ 8 4 = _____
8 2 = _____ 12 2 = _____ 4 11 = _____ 2 2 = _____
11 2 = _____ 2 1 = _____ 5 2 = _____ 1 4 = _____
2. Solve the problems. Write a calculation (multiplication and/or addition and/or subtraction)
for each problem. You can also draw pictures to help!
a. Mom washes laundry three days a week, and each time she uses two scoops of detergent.
How much detergent does she use in a week?
______ ______ = ______

b. Mom bought two cartons of eggs. Each carton contained one dozen eggs. Now she
has used four eggs. How many eggs are left in the two cartons?
c. Eleven shops in a shopping mall have three workers, and two shops have
nine workers. How many workers are there all totaled?
d. Marie works in a gift shop. She packed four dolphin figurines in each box. Marie
packed five boxes that way. Then she also packed three dolphin figurines in one
box. How many dolphin figurines did she pack?

3. Review the table of five and the table of ten. Check yourself with these problems.
a. b. c. d.
5 9 = _____ 10 8 = _____ 6 5 = _____ 7 10 = _____

7 5 = _____ 4 10 = _____ 2 5 = _____ 10 1 = _____
5 10 = _____ 10 10 = _____ 11 5 = _____ 11 10 = _____
e. f. g. h.
6 10 = _____ 8 5 = _____ 5 10 = _____ 5 5 = _____
12 10 = _____ 12 5 = _____ 10 9 = _____ 5 4 = _____
10 2 = _____ 5 1 = _____ 3 10 = _____ 5 3 = _____
4. Solve. Again, write a calculation (multiplication and/or addition and/or subtraction)

for each problem. You can also draw pictures to help!
a. Anna arranged all her stuffed animals in groups of 4. She had 20 animals.
How many groups did she get?
______ ______ = ______

b. Emma wrote some invitations, and put three stickers in each invitation.
She used 12 stickers in total. How many invitations did she write?
______ ______ = ______

c. Each minibus holds ten passengers. There are six full minibuses, and one
with one empty seat. How many passengers are there in total?
d. The Smith family took four containers to the picnic. There were six
sandwiches in each container. They also took two large bags with five
bottles of water in each bag. How many sandwiches did they take to
the picnic?
How many bottles of water did they take to the picnic?

5. Calculate in the correct order. Circle the operation to be done first in a bubble!
a. 3+75 b. 10 6 10 3 c. 5 (5 4)
d. (4 + 2) 5 e. 5 4 + 12 4 f. 0+724
6. Continue the patterns. They are actually certain multiplication tables!

a. b c.
1 1
2 60 40
3 7 3
4 12 8 4
5 15 90 100
6 18 10 6 120
7 21 110 7 140
8 12
9 13
is a certain number, and is another number.

Solve what they are in each case. Guess and check!
a. = 15 b. = 24 c. = 24
+ =8 = 10 + = 10

1. Skip-count by threes. Practice this pattern until you can say it from memory. Also practice
0, 3, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 36
a. b.
1 3 = ____ 7 3 = ____ ____ 3 = 3 ____ 3 = 21
2 3 = ____ 8 3 = ____ ____ 3 = 6 ____ 3 = 24
3 3 = ____ 9 3 = ____ ____ 3 = 9 ____ 3 = 27
4 3 = ____ 10 3 = ____ ____ 3 = 12 ____ 3 = 30
5 3 = ____ 11 3 = ____ ____ 3 = 15 ____ 3 = 33
6 3 = ____ 12 3 = ____ ____ 3 = 18 ____ 3 = 36
Note: the fact 2 3 = 6 or 3 2 = 6 is in both the table of three and the table of two.
63 73 33 37 38
93 23 3 11 34 33
43 83 39 36 35
31 12 3 3 12 83 10 3
3 = 15 3 = 12 3 = 27 3 = 36 3 = 30
3 = 33 3 = 36 3 = 33 3=3 3=6
3=9 3 = 24 3 = 27 3 = 18 3 = 21

a. b.
12 2 = _____ 1 2 1 = _____
13 2 = _____ 2 2 2 = _____
14 2 = _____ 3 2 3 = _____
____ ____ = _____ ____ ____ ____ = _____
____ ____ = _____ ____ ____ ____ = _____
____ ____ = _____ ____ ____ ____ = _____
____ ____ = _____ ____ ____ ____ = _____
____ ____ = _____ ____ ____ ____ = _____
____ ____ = _____ ____ ____ ____ = _____
____ ____ = _____ ____ ____ ____ = _____
6. Solve the word problems.
a. John takes care of his neighbor's cat when the neighbor is away.
He earns $3 each day. John wants to buy a toy train that costs $14.
How many days will he have to work so he can buy it?
b. John took care of the cat for five days. Then his Grandpa gave him
$5 as a present. How much money does John have now?
So, he bought the 14-dollar train. How much money does he have left now?
c. John has $6. Then he takes care of the neighbor's cat for four days. Does he
now have enough money to buy a book about nesting birds that costs $16?

d. Roses are sold in bunches of three. Dad bought eleven bunches
and one extra rose for Mom's birthdaya rose for each year.
How old is Mom?
e. How many bunches of roses and extra roses would Dad need to buy
if Mom was 31 years old?
f. How about your mom? How many bunches of roses and extra
roses would you need to buy for your mom?
0 1 2 3 4 5 6 7 8 9 10 11 12
10
11
12

1. Skip-count by sixes. Practice this pattern until you can say it from memory. Also practice
0, 6, _____, _____, _____, _____, ____, ____, _____, _____, _____, ____, 72
a. b.
1 6 = ____ 7 6 = ____ ____ 6 = 6 ____ 6 = 42
2 6 = ____ 8 6 = ____ ____ 6 = 12 ____ 6 = 48
3 6 = ____ 9 6 = ____ ____ 6 = 18 ____ 6 = 54
4 6 = ____ 10 6 = ____ ____ 6 = 24 ____ 6 = 60
5 6 = ____ 11 6 = ____ ____ 6 = 30 ____ 6 = 66
6 6 = ____ 12 6 = ____ ____ 6 = 36 ____ 6 = 72
You can find these facts by doubling the facts from the table of 3: 8 6 is double 8 3!
96 86 68 65 36
26 10 6 6 12 67 66
46 36 69 62 64
11 6 12 6 6 11 66 76
6 = 72 6 = 18 6 = 54 6 = 42 6 = 54
6=6 6 = 48 6 = 24 6 = 36 6 = 30
6 = 60 6 = 12 6 = 42 6 = 66 6 = 72

5. Write the skip-counting patterns. Then, mark the numbers that are in both lists.
Table of 3: 0, 3, 6 , 9 , _____, _____, _____, _____, _____, _____, _____, _____, 36
Table of 6: 0, 6, 12, 18, _____, _____, _____, _____, _____, _____, _____, _____, 72
Now, find the numbers that are in both lists. Fill in the table.
Numbers Numbers
0 0 3 0 6 ____ 3 ____ 6
6 2 3 1 6 ____ 3 ____ 6
____ 3 ____ 6 ____ 3 ____ 6
____ 3 ____ 6
0 1 2 3 4 5 6 7 8 9 10 11 12
10
11
12

1. Skip-count by elevens. Practice this pattern until you can say it from memory. Also practice
0, 11, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 132
a. b.
1 11 = ____ 7 11 = ______ ____ 11 = 11 ____ 11 = 77
2 11 = ____ 8 11 = ______ ____ 11 = 22 ____ 11 = 88
3 11 = ____ 9 11 = ______ ____ 11 = 33 ____ 11 = 99
4 11 = ____ 10 11 = ______ ____ 11 = 44 ____ 11 = 110
5 11 = ____ 11 11 = ______ ____ 11 = 55 ____ 11 = 121
6 11 = ____ 12 11 = ______ ____ 11 = 66 ____ 11 = 132
3. Dont write the answers here. Use these problems for random drill practice.
5 11 2 11 11 7 11 3 11 5
12 11 8 11 11 12 11 10 11 11
9 11 7 11 11 4 11 4 11 9
3 11 6 11 11 11 11 8 11 6
4. Dont write the answers here. Use these problems for random drill practice.
11 = 88 11 = 77 11 = 55 11 = 66 11 = 11
11 = 132 11 = 121 11 = 33 11 = 22 11 = 44
11 = 110 11 = 99 11 = 132 11 = 121 11 = 110

a. b.
8 5 = ________ 1 10 + 1 5 = ________
10 5 = ________ 2 10 + 2 5 = ________
12 5 = ________ 3 10 + 3 5 = ________
14 5 = ________ ____ ____ + ____ ____ = ________
16 5 = ________ ____ ____ + ____ ____ = ________
______ ____ = ________ ____ ____ + ____ ____ = ________
______ ____ = ________ ____ ____ + ____ ____ = ________
______ ____ = ________ ____ ____ + ____ ____ = ________
______ ____ = ________ ____ ____ + ____ ____ = ________
______ ____ = ________ ____ ____ + ____ ____ = ________
______ ____ = ________ ____ ____ + ____ ____ = ________
6. Write different problems for these answers. You can also use 1!
a. b. c.
____ ____ = 20 ____ ____ = 18 ____ ____ = 36
____ ____ = 20 ____ ____ = 18 ____ ____ = 36
____ ____ = 20 ____ ____ = 18 ____ ____ = 36
d. e. f.
____ ____ = 30 ____ ____ = 12 ____ ____ = 24
____ ____ = 30 ____ ____ = 12 ____ ____ = 24
____ ____ = 30 ____ ____ = 12 ____ ____ = 24

0 1 2 3 4 5 6 7 8 9 10 11 12
10
11
12
a. I am in the table of four but not in the table of three.

If you add two to me, the new number is in the table
of ten, in the table of five, and in the table of six.
b. I am in the table of 11! If you take one away from me,

you will get a number that is in the table of 10.
c. I am in the table of five but not in the table of ten. Adding my digits you get seven.

1. Skip-count by nines. Practice this pattern until you can say it from memory. Also practice
0, 9, _____, _____, _____, _____, ____, ____, _____, _____, _____, ____, 108
a. b.
1 9 = ____ 7 9 = ____ ____ 9 = 9 ____ 9 = 63
2 9 = ____ 8 9 = ____ ____ 9 = 18 ____ 9 = 72
3 9 = ____ 9 9 = ____ ____ 9 = 27 ____ 9 = 81
4 9 = ____ 10 9 = ____ ____ 9 = 36 ____ 9 = 90
5 9 = ____ 11 9 = ____ ____ 9 = 45 ____ 9 = 99
6 9 = ____ 12 9 = ____ ____ 9 = 54 ____ 9 = 108
... the table of nine and the table of two?____________________

... the table of nine and the table of five? ___________________
What same ... the table of nine and the table of three? __________________
multiplication
fact is in both... ... the table of nine and the table of ten? ____________________
... the table of nine and the table of four? ____________________
... the table of nine and the table of eleven? ____________________
3. Multiply. Dont write the answers down. Use these problems for random drill practice.
59 89 9 10 95 98 11 9
99 10 9 93 97 19 92
12 9 69 91 94 96 99

9 = 18 9 = 36 9 = 72 9 = 108 9 = 81
9 = 45 9= 9 9 = 90 9 = 99 9 = 72
9 = 27 9 = 72 9 = 81 9 = 63 9 = 54
5. There are some special things in the table of nine! Fill in. Then, add the digits of the answers.
What do you notice?
Multiply: Add the digits: Multiply: Add the digits:
1 9 = ______ 7 9 = _____
2 9 = ______ 8 9 = _____
3 9 = ______ 9 9 = _____
4 9 = 36 3+6=9 10 9 = _____
5 9 = ______ 11 9 = 99 9 + 9 = 18 ; 1 + 8 = ____
6 9 = ______ 12 9 = _____
6. This is another special thing in the table of nine.

19= 0 9
Fill in the table of nine, once again! Then, in each
answer, color the FIRST digit in the answer yellow 29= 1 8
and the SECOND digit in blue.
39= 2 7
Then look at the line of yellow numbers, and
the line of the blue numbers from top to bottom! 4 9 = ______
What easy pattern do you notice? 5 9 = ______

6 9 = ______
7 9 = ______
8 9 = ______
9 9 = ______
10 9 = ______

Table of 3: 0, 3, 6 , 9 , _____, _____, _____, _____, _____, _____, _____, _____, 36

Table of 9: 0, 9, 18, 27, _____, _____, _____, _____, _____, _____, _____, _____, 108
Now, find the numbers that are in both lists. Fill in the table.
Numbers Numbers
0 0 3 0 9 ____ 3 ____ 9
____ 3 ____ 9 ____ 3 ____ 9
____ 3 ____ 9
8. Fill in the tables of 3 and of 9. Find numbers that are the same in both. What do you notice?
Table of 3: 0, 3, 6, ______, ______, ______, ______, ______, ______, ______,
______, ______, 36, 39, 42, 45, ______, ______, ______, ______, ______,
______, ______, ______, ______
Table of 9: 0, 9, ______, ______, ______, ______, ______, ______, ______
Every number in the table of ______ is also in the table of _______.
9. Here you can look further into the special thing about the table of nine! Continue the table
of nine and add the digits of the answers. What do you notice?
10 9 = ______ 16 9 = _____
11 9 = ______ 17 9 = _____
12 9 = ______ 18 9 = _____
13 9 = 117 1+1+7=9 19 9 = _____
14 9 = ______ 20 9 = _____
15 9 = ______ 21 9 = 189 1 + 8 + 9 = 18; 1 + 8 = 9

0 1 2 3 4 5 6 7 8 9 10 11 12
10
11
12
represents a mystery number greater than 0 that we do not

know. Your task is to compare the expressions without knowing
the mystery number. Can you do that? Write < , > , or = in the
boxes. There is one comparison you cannot do!
9 10 5 4 0 36
8 4 4 8 1 10 7
8 5 2 + 3 +

1. Practice the skip-count pattern until you can say it from memory. Also practice it backwards.
You may practice one-half of it at first, and the other half later.
0, 7, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 84
2. Fill in. Then cover the answers. Choose problems in random order and practice.
a. b.
1 7 = ____ 7 7 = ____ ____ 7 = 7 ____ 7 = 49
2 7 = ____ 8 7 = ____ ____ 7 = 14 ____ 7 = 56
3 7 = ____ 9 7 = ____ ____ 7 = 21 ____ 7 = 63
4 7 = ____ 10 7 = ____ ____ 7 = 28 ____ 7 = 70
5 7 = ____ 11 7 = ____ ____ 7 = 35 ____ 7 = 77
6 7 = ____ 12 7 = ____ ____ 7 = 42 ____ 7 = 84
The only new facts to study from the table of seven are:
7 7 = 49 8 7 = 56 12 7 = 84
You have studied all the others in the past when you learned the other multiplication tables!
97 87 78 75 37
47 10 7 7 12 77 67
11 7 76 79 72 47
7 = 35 7 = 70 7 = 42 7 = 28 7 = 56
7 = 77 7 = 21 7 = 56 7 = 84 7 = 49
7 = 42 7 = 14 7 = 35 7 = 35 7 = 63

4. Solve. Write a number sentence for each problem, not just the answer!
a. Jenny packed pretty stones in boxes. She put seven stones in each box.
How many boxes did Jenny need to pack 28 stones?
b. Tom has twelve pairs of socks. How many individual socks does he have?
c. Mom bought three dozen eggs, and has already used 8 of them. How many are left?
d. One table can seat six people. How many tables do you need for 30 people
who are coming to dinner?
0 1 2 3 4 5 6 7 8 9 10 11 12
10
11
12

1. Skip-count by eights. Practice this pattern until you can say it from memory. Also practice
0, 8, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 96
a. b.
1 8 = ____ 7 8 = ____ ____ 8 = 8 ____ 8 = 56
2 8 = ____ 8 8 = ____ ____ 8 = 16 ____ 8 = 64
3 8 = ____ 9 8 = ____ ____ 8 = 24 ____ 8 = 72
4 8 = ____ 10 8 = ____ ____ 8 = 32 ____ 8 = 80
5 8 = ____ 11 8 = ____ ____ 8 = 40 ____ 8 = 88
6 8 = ____ 12 8 = ____ ____ 8 = 48 ____ 8 = 96
The only new facts to study 8 8 = 64 12 8 = 96

from the table of eight are:
3. Do not write the answers down. Use these problems for random drill practice.
88 98 84 85 88
86 8 11 8 12 78 8 10
38 86 28 89 86
8 = 32 8 = 24 8 = 88 8 = 40 8 = 64
8=8 8 = 48 8 = 72 8 = 56 8 = 96
8 = 64 8 = 16 8 = 80 8 = 48 8 = 88

Table of 4: 0, 4, 8 , _____, _____, _____, _____, _____, _____, _____, _____, _____, 48
Table of 8: 0, 8, 16, _____, _____, _____, _____, _____, _____, _____, _____, _____, 96
Find the numbers that are in both lists. Fill in the table.
Numbers Numbers
0 0 4 0 8 ____ 4 ____ 8
2 4 ____ 8 ____ 4 ____ 8
____ 4 ____ 8 ____ 4 ____ 8
____ 4 ____ 8
6. Make a longer list for the table of 4 and table of 8. Compare the two. What do you notice?
Table of 4: 0 , 4 , ____, ______, ______, ______, ______, ______, ______, ______,
______, ______, 48, 52, ______, ______, ______, ______, ______,
______, ______, ______, ______, ______, ______
Table of 8: 0, 8, ______, ______, ______, ______, ______, ______, ______, ______,
______, ______, _____
7. Solve. Write a number sentence for each problem, not just the answer!
a. Each package has eight erasers. How many erasers are in 5 packages?
b. Each package has eight erasers. How many packages does the teacher
need so that each of the 24 children can have an eraser?
c. Brenda's family eats two kilograms of beans in a week.

How many weeks does it take for them to eat 10 kg of beans?

0 1 2 3 4 5 6 7 8 9 10 11 12
10
11
12
represents a number, and represents another number.

Solve what they are in each case. Guess and check!
a. b. c.
= 48 = 48 = 36
+ = 14 + = 16 + = 24
= ______ = ______ = ______
= ______ = ______ = ______

1. Skip-count by twelve. Practice this pattern until you can say it from memory. Also practice
0, 12, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 144
a. b.
1 12 = ____ 7 12 = ____ ____ 12 = 12 ____ 12 = 84
2 12 = ____ 8 12 = ____ ____ 12 = 24 ____ 12 = 96
3 12 = ____ 9 12 = ____ ____ 12 = 36 ____ 12 = 108
4 12 = ____ 10 12 = ____ ____ 12 = 48 ____ 12 = 120

5 12 = ____ 11 12 = ____ ____ 12 = 60 ____ 12 = 132
6 12 = ____ 12 12 = ____ ____ 12 = 72 ____ 12 = 144
The only new fact to study from the table of twelve is 12 12 = 144
3 12 9 12 12 4 12 1 7 12
2 12 10 12 12 5 12 7 12 3
1 12 6 12 12 8 12 9 4 12
8 12 12 12 12 11 12 6 12 2
12 = 36 12 = 24 12 = 84 12 = 72 12 = 144
12 = 12 12 = 48 12 = 144 12 = 120 12 = 132
12 = 72 12 = 60 12 = 96 12 = 60 12 = 108

Find a tape measure and look at it. It has INCHES and FEET. Each foot is 12 inches:
In. is short for inches, and ft. is short for feet. For example, 24 inches is 2 feet and
36 inches = 3 feet. You need the table of 12 here! Then 37 inches is 3 feet 1 inch,
and 40 inches is 3 feet 4 inches.
5. Measure with a ruler.
a. side of a table ___ feet ___ inches d. the width of the room ___ feet ___ inches
b. your height ___ feet ___ inches e. the length of the room ___ feet ___ inches
c. a jump rope ___ feet ___ inches f. _________________ ___ feet ___ inches
6. Convert between feet and inches.
2 feet = 24 inches 10 ft = _____ in. _____ ft = 60 inches
4 feet = _____ inches 7 ft = _____ in. _____ ft = 96 inches
6 feet = _____ inches 3 ft = _____ in. _____ ft = 72 inches
10 feet 1 inch = _____ inches 5 ft 5 in. = _____ in. _____ ft = 24 in.
3 feet 2 inches = _____ inches 2 ft 8 in. = _____ in. 5 ft = _____ in.
6 feet 7 inches = _____ inches 1 ft 10 in. = _____ in. 11 ft = _____ in.
____ ft _____ in. = 16 in. ____ ft _____ in. = 27 in. 4 ft 4 in = _____ in.
____ ft _____ in. = 20 in. ____ ft _____ in. = 31 in. 5 ft 8 in = _____ in.

7. Fill in the complete multiplication table!
0 1 2 3 4 5 6 7 8 9 10 11 12
10
11
12
After completing the table, take each number in the table of 12 and color the squares that have the
same number.
z color yellow all squares with 12

z color red all squares with 24
z color blue all squares with 36
z color pink all squares with 48 etc.
You can choose your own colors. This should make a pretty chart!

Review
1. Fill in the tablefor the last time.
0 1 2 3 4 5 6 7 8 9 10 11 12
10
11
12
2. Compare the expressions and write < , > , or = .
a. 9 8 10 8 b. 9 5 11 4 c. 9 2 36
d. 9 8 94 e. 4 4 28 f. 10 11 10 7
g. 10 8 10 5 h. 9 2 45 i. 9 8 96

3. Fill in the tables:
1 3 = ______ 7 3 = ______ 1 6 = ______ 7 6 = ______
2 3 = ______ 8 3 = ______ 2 6 = ______ 8 6 = ______
3 3 = ______ 9 3 = ______ 3 6 = ______ 9 6 = ______
4 3 = ______ 10 3 = ______ 4 6 = ______ 10 6 = ______
5 3 = ______ 11 3 = ______ 5 6 = ______ 11 6 = ______
6 3 = ______ 12 3 = ______ 6 6 = ______ 12 6 = ______
In the tables above, color the number (the answer) orange, if it is in both tables.
What do you notice?
4. Solve the problems.
a. The class has eleven girls. They each have seven schoolbooks.
How many schoolbooks do the girls have in total?
b. The teacher puts 20 students in groups so that each group has 4 students.
How many groups will there be?
c. Josefina bought four books of stickers that cost $3 each and a notebook for $7.
What was the total cost?
d. Andy bought some packages of seeds for $24. Each package cost $2.
How many packages did he buy?
e. A zoo has five s, three s, and twenty s.

How many feet do those animals have all totaled?

5. Find the missing factors.
a. b. c. d.
____ 8 = 24 6 ____ = 18 7 ____ = 49 ____ 5 = 25
____ 8 = 64 6 ____ = 66 ____ 7 = 56 ____ 5 = 45
____ 8 = 40 6 ____ = 12 7 ____ = 63 ____ 5 = 35
e. f. g. h.
____ 4 = 16 ____ 3 = 36 ____ 8 = 48 ____ 12 = 60
____ 4 = 28 ____ 3 = 21 ____ 8 = 32 ____ 12 = 84
4 ____ = 36 3 ____ = 27 8 ____ = 72 12 ____ = 108
(All mystery numbers are less than 100.)
a. You can find me both in the table of b. I am more than 15. I am in the table of
eleven and in the table of four. two, the table of three, and the table
of four!
I am _______. I am _______.
c. I am between 15 and 35. The number d. I am both in the table of four and in
one more than me is in the table of five. the table of three, and if you add one
The number one less than me is in to me, I am in the table of five.
the table of four.
I am _______. I am _______.
e. I am in the table of 11. The number that f. I am less than 22 but more than 9, and
is one more than me, is in the table of I am in the table of four. If you exchange
five, but not in the table of ten. my digits, I am in the table of three!
I am _______. I am _______.

Math Mammoth Multiplication 1 Answer Key
Many Times the Same Group, p. 9
1. Check the students work.
2. b. c. d. e. (nothing) f.
g. (nothing) h. i.
3. b. 3 times 2 c. 5 times 1 d. 1 times 9 e. 3 times 4 f. 3 times 0
4. a. b. c. d. e. f.
5. b. 3 6 = 18 c. 4 0 = 0 d. 3 1 = 3 e. 1 3 = 3 f. 3 4 = 12
6. a. 8 b. 10 c. 4 d. 10 e. 16 f. 9
a. b. c. d.
e. f.

Multiplication and Addition, p. 12
1.
a. 2 6 b. 4 2
2. a. 4 groups, 3 scissors in each. 4 3 scissors = 12 scissors; 3 + 3 + 3 + 3.

b. 3 groups, 2 rams in each. 3 2 rams = 6 rams; 2 + 2 + 2.
c. 3 groups, 1 dog in each. 3 1 dog = 3 dogs; 1 + 1 + 1.
d. 1 group, 4 carrots in each. 1 4 carrots = 4 carrots.
3. a. 2 + 2 + 2 + 2= 8. 4 2 = 8. b. 1 + 1 + 1 + 1 + 1 = 5. 5 1 = 5.
c. 2 + 2 + 2 + 2 + 2 = 10. 5 2 = 10. d. 4 + 4 + 4 + 4 = 16. 4 4 = 16.
4. a. Draw 3 groups of seven sticks. b. Draw 2 groups of eight balls.

IIIIIII IIIIIII IIIIIII
3 7 = 21 2 8 = 16
c. Draw 4 groups of four balls. d. Draw 5 groups of two balls.
5 2 = 10
4 4 = 16
5.
a. b.
IIII IIII IIII IIIIII IIIIII
IIII IIII IIIIII IIIIII
5 4 = 20 4 6 = 24
6. a. 5 4 = 20 b. 6 2 =12
c. 3 5 = 15 d. 3 11 = 33

Multiplying on a Number Line, p. 15
1. a. 7 2 = 14 b. 4 4 = 16 c. 3 3 = 9 d. 7 1 = 7
2.
3. a. 15, 12 b. 24, 21 c. 18, 9 d. 6, 27
4. a. 8, 3 b. 6, 5 c. 7, 4 d. 2, 1
5.
6. a. 8, 16 b. 24, 28 c. 32, 12 d. 20, 4
7. a. 6, 2 b. 0, 3 c. 4, 2 d. 5, 1
8. a. 6 4 = 24
b. 5 5 = 25
c. 6 5 = 30
d. 7 4 = 28
e. 3 10 = 30
9. a. 6, 18, 20. b. 10, 28, 24. c. 30, 27, 40 d. 30, 22, 21.
Multiplication as an Array, p. 18
1. a. 2 rows, 5 carrots in each row. 2. a. 4 + 4 = 8; 2 4 = 8.

5+5 b. 1 + 1 + 1 + 1 + 1 = 5; 5 1 = 5.
2 5 = 10 carrots. c. 2 + 2 + 2 + 2 = 8; 4 2 = 8.
b. 3 rows, 3 rams in each row. d. 2 + 2 + 2 + 2 + 2 + 2 = 12; 6 2 = 12.
3+3+3 e. 3 + 3 + 3 + 3 = 12; 4 3 = 12.
3 3 = 9 rams. f. 3 + 3 + 3 + 3 + 3 = 15; 5 3 = 15.
c. 2 rows, 1 bear in each row. g. 6 + 6 + 6 + 6 = 24; 4 6 = 24.
1+1 h. 10 + 10 + 10 = 30; 3 10 = 30.
2 1 = 2 bears. i. 20 + 20 + 20 = 60; 3 20 = 60.
d. 3 rows, 5 bulbs in each row. j. 12 + 12 + 12 + 12 = 48; 4 12 = 48.
5+5+5
3 5 = 15 bulbs.

Order of Operations 1, p. 20
1. a. 19 b. 11 c. 40
2.
Puzzle corner:
2 4 + 1 = 9 5 + 5 4 = 25 5 2 + 5 + 5 = 20
Understanding Word Problems, Part 1, p. 21

1. a. 4 6 = 24 tennis balls.
b. 5 2 = 10 towels.
c. 3 5 = 15 workers.
d. 4 4 = 16 slices
e. 4 5 = 20 flowers.
f. 6 10 = 60 crayons
2. a. 42 + 35 = 23
b. 34 + 43 = 24
c. 5 4 + 7 = 27
d. 45 + 36 + 8 = 46
e. 4 10 + 2 6 + 7 = 59
3. a. 3 10 + 20 = $50
b. 12 + 5 5 = $37
c. 3 2 + 5 4 = $26
d. 4 3 + 3 2 = $18
4. a. 5 2 + 5 = $15
b. 4 10 + 2 20 = $80
c. 2 + 2 + 4 3 = $16

Understanding Word Problems, Part 2, p. 24
1. a. 3 6 = 18 There are six students in each group.
b. 9 2 = 18 She bought nine notebooks.
c. 5 4 = 20 He can buy four soccer balls.
d. 5 3 = 15 The total cost was $15.
2. a. 4 + 4 + 4 + 3 = 15 or 3 4 + 3 = 15 The people got 15 pizzas of pizza.
b. 5 + 5 + 5 + 5 + 5 = 25 or 5 5 = 25 She will need five boxes.
c. 6 + 6 + 6 + 6 + 6 = 30 or 5 6 = 30 She needs to learn 30 words.
2 + 2 + 2 + 2 + 2 = 10 or 5 2 = 10 Ten words are in bold.
d. 2 + 5 + 7 = 14 He bought 14 pieces of fruit.
e. 4 + 4 + 4 + 4 + 3 = 19 or 4 4 + 3 = 19 There are 19 students in the class.
3. 4.
a. 4 5 = 20 b. 10 0 = 0 0 1 2 3 4
04=0 6 3 = 18
10 3 = 30 1 78 = 78 0 0 0 0 0 0
c. 25 1 = 25 d. 0 49 = 0 1 0 1 2 3 4
24=8 10 1 = 10
2 7 = 14 2 6 = 12 2 0 2 4 6 8
3 0 3 6 9 12
4 0 4 8 12 16
Multiplication in Two Ways, p. 26

1.
Five rows; Two columns;
each row has two rams. each column has five rams.
2 + 2 + 2 + 2 + 2 rams 5 + 5 rams
5 2 = 10 2 5 = 10
One row; it has five giraffes. Five columns, each column has one giraffe.
5 giraffes 1 + 1 + 1 + 1 + 1 giraffes.
15=5 51= 5
2. a. 4 + 4 = 2 4 = 8. AND 2 + 2 + 2 + 2 = 4 2 = 8.
b. 2 + 2 + 2 = 3 2 = 6. AND 3 + 3 = 2 3 = 6.
c. 1 3 = 3. AND 1 + 1 + 1 = 3 1 = 3.
d. 3 + 3 + 3 = 3 3 = 9. These facts are the same both ways. When the number of things in each row is the same as
the number of things in each column (when the array is square), the facts are the same both ways.

Multiplication in Two Ways, cont.
3.
X X
X X
X X
X X
X X X X X
X X X X X X X X X X X X X X X X X X X
X X X X X X X X X X X X X X X X X X X
X X X X X X X X X X
X X X X X
a. 9 2 = 18 2 9 = 18 b. 5 3 = 15 3 5 = 15
4. a. 5 3 = 15; 3 5 = 15.
b. 7 4 = 28; 4 7 = 28.
c. 6 3 = 18; 3 6 = 18.
d. 7 1 = 7; 1 7 = 7.
5.
a. 2 10 = 20 OR 10 2 = 20 b. 7 2 = 14 OR 2 7 = 14
Two groups of ten Ten groups of two Seven groups of two Two groups of seven
c. 3 4 = 12 OR 4 3 = 12 d. 11 3 = 33 OR 3 11 = 33
Three groups of four Four groups of three Eleven groups of 3 Three groups of 11
6. The number line shows jumps of three.
13=3 4 3 = 12 7 3 = 21 10 3 = 30
23=6 5 3 = 15 8 3 = 24 11 3 = 33
33=9 6 3 = 18 9 3 = 27 12 3 = 36
7. a. 5 4 = 20 He used 20 rocks.
b. 3 12 = 36 There are 36 pages in three booklets.
c. 3 4 = 12 You can make three groups of sticks.
d. 4 5 = 20 You can make four groups of sticks.

Order of Operations 2, p. 30
1.- 3. If there is anything in parentheses, do it first. Do the multiplications before additions or subtractions.
Then, do the additions and subtractions from left to right. The first steps are highlighted.
1.
a. 20 + 6 3 = 23 c. 20 6 + 3 = 17 e. 80 30 (30 + 20) = 0
b. 20 + (6 3) = 23 d. 20 (6 + 3) = 11 f. 80 (30 30) + 20 = 100
2.
a. 3 + 5 2 = 13 b. 5 (3 + 1) = 20 c. 4 (4 2) = 8
d. 3 6 11 = 7 e. 25 5 2 = 15 f. (3 2) 6 = 6
g. (4 + 2) 2 = 12 h. 3 5 + 2 4 = 23
i. 2 (4 + 3) + 8 = 22 j. 50 (7 2) 4 = 30
3.
a. 0 7 + 2 = 2 b. 5 + 1 3 = 8 c. 5 (1 + 9) = 50
d. (10 5) 4 = 20 e. 55 + 0 3 = 55 f. 8 2 12 = 4
4.
a. 3 4 2 3 = 6 b. 6 + 7 (4 2) = 20
c. 2 (5 + 4) + 5 = 23 d. 30 2 7 2 = 14
5. a. 10 2 1 = 19 There are 19 plates on the table.

b. 5 2 + 4 4 = 26 Twenty-six people can be seated in the restaurant.
Puzzle corner:
16 1 1 = 15 10 + 5 2 = 20 3 + 4 5 + 6 = 29
35 5 4 = 15 5 7 + 6 = 41 9 3 5 2 = 17
Multiplying by Zero, p. 32
1. a. 0, 0 b. 1, 9 c. 0, 10 d. 6, 0
2. Table of zero Table of one

10= 0 70=0 11= 1 71= 7
20= 0 80=0 21= 2 81= 8
30= 0 90=0 31= 3 91= 9
40= 0 10 0 = 0 41= 4 10 1 = 10
50= 0 11 0 = 0 51= 5 11 1 = 11
60= 0 12 0 = 0 61= 6 12 1 = 12
3. a. 4 6 2 = 22 There were 22 good eggs.

b. 3 20 = 60 Mary has 60 things in the jars.

Multiplying by Zero, cont.
4. 5.
a. b. 0 1 2 3 4 5
35 1 = 35 6 5 = 30 0 0 0 0 0 0 0
11=1 10=0
1 0 1 2 3 4 5
10 3 = 30 67 1 = 67
2 0 2 4 6 8 10
c. d.
3 0 3 6 9 12 15
1 45 = 45 7 2 = 14
01=0 00=0 4 0 4 8 12 16 20
0 99 = 0 0 10 = 0 5 0 5 10 15 20 25
Multiplication Table of 2, p. 36
1. a. 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24
2. a. 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24
b. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3.
6 2 = 12 7 2 = 14 2 3 =6 2 7 = 14 2 8 = 16
9 2 = 18 22=4 2 11 = 22 24=8 32=6
42=8 8 2 = 16 2 9 = 18 2 6 = 12 2 5 = 10
21=2 12 2 = 24 2 12 = 24 8 2 = 16 10 2 = 20
4.
7 2 = 14 6 2 = 12 32=6 6 2 = 12 11 2 = 22
9 2 = 18 8 2 = 16 9 2 = 18 42=8 5 2 = 10
42=8 12 2 = 24 7 2 = 14 10 2 = 20 12 2 = 24
8 2 = 16 12=2 11 2 = 22 22=4 32=6
5. a. 24, 7, 8 b. 16, 10, 12 c. 18, 0, 2 d. 22, 20, 0
6.
a. Double 8 b. Double 13 c. Double 15

8 + 8 = 16 13 + 13 = 26 15 + 15 = 30
2 8 = 16 2 13 = 26 2 15 = 30
d. Double 25 e. Double 32 f. Double 45
25 + 25 = 50 32 + 32 = 64 45 + 45 = 90
2 25 = 50 2 32 = 64 2 45 = 90
7.
2 12 = 24 2 15 = 30 2 18 = 36 2 21 = 42
2 13 = 26 2 16 = 32 2 19 = 38 2 22 = 44
2 14 = 28 2 17 = 34 2 20 = 40 2 23 = 46
8.
a. 14 is even b. 7 is odd c. 18 is even
27 2 ____ 29
d. 21 is odd e. 30 is even f. 34 is even
2 ____ 2 15 2 17
9. a. 2 7 = 14
b. 2 5 + 4 = 14
c. 2 4 + 2 = 10
d. 3 4 + 5 2 = 22

Multiplication Table of 2, cont.
10. Answers will vary. Please check the students work.
11. a. 2 7 3 = 11 Eleven birds stayed in the trees.
b. 6 2 8 = 4 He has $4 left.
Puzzle corner:
2 8 + 11 = 27 The airplane cost $27.
1. 0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48
2. a. 14=4 7 4 = 28 b. 14=4 7 4 = 28
24=8 8 4 = 32 24=8 8 4 = 32
3 4 = 12 9 4 = 36 3 4 = 12 9 4 = 36
4 4 = 16 10 4 = 40 4 4 = 16 10 4 = 40
5 4 = 20 11 4 = 44 5 4 = 20 11 4 = 44
6 4 = 24 12 4 = 48 6 4 = 24 12 4 = 48
3.
6 4 = 24 7 4 = 28 4 3 = 12 4 7 = 28 3 4 = 12 4 8 = 32
9 4 = 36 8 4 = 32 4 11 = 44 4 6 = 24 4 5 = 20 24=8
4 4 = 16 12 4 = 48 4 9 = 36 4 12 = 48 10 4 = 40 41=4
4.
11 4 = 44 3 4 = 12 7 4 = 28 12 4 = 48 6 4 = 24
8 4 = 32 9 4 = 36 11 4 = 44 14=4 4 4 = 16
24=8 6 4 = 24 5 4 = 20 10 4 = 40 12 4 = 48
5. 0, 2, 4 ,6, 8, 10, 12, 14, 16, 18, 20, 22, 24

0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48
Numbers Numbers
0 0 2 0 4 16 8 2 4 4
4 2 2 1 4 20 10 2 5 4
8 4 2 2 4 24 12 2 6 4
12 6 2 3 4
6. a. 4 7 = 28 Seven goats have 28 legs.

b. 3 4 + 7 2 = 26 They have a total of 26 legs.
c. 15 1 =15 You can buy 15 pairs of cheap socks for $15.
d. 5 3 = 15 You can buy five pairs of expensive socks for $15.
e. 3 1 + 2 3 = 9 She spent nine dollars on socks.

1. 0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120
2. 1 10 = 10 7 10 = 70 1 10 = 10 7 10 = 70
2 10 = 20 8 10 = 80 2 10 = 20 8 10 = 80
3 10 = 30 9 10 = 90 3 10 = 30 9 10 = 90
4 10 = 40 10 10 = 100 4 10 = 40 10 10 = 100
5 10 = 50 11 10 = 110 5 10 = 50 11 10 = 110
6 10 = 60 12 10 = 120 6 10 = 60 12 10 = 120
...both in the table of two and the table of ten? 10 2 = 2 10

...both in the table of four and the table of ten? 10 4 = 4 10
3.
5 10 = 50 6 10 = 60 10 8 = 80 10 7 = 70 2 5 = 10
12 10 = 120 9 10 = 90 10 4 = 40 10 10 = 100 10 3 = 30
7 10 = 70 11 10 = 110 10 12 = 120 10 11 = 110 10 6 = 60
4.
3 10 = 30 2 10 = 20 8 10 = 80 4 10 = 40 9 10 = 90
1 10 = 10 4 10 = 40 9 10 = 90 11 10 = 110 3 10 = 30
6 10 = 60 5 10 = 50 10 10 = 100 7 10 = 70 12 10 = 120
5. a.-b. It could be 2 cats and 7 chickens, or 3 cats and 5 chickens, or 4 cats and 3 chickens.
(You cannot really have just 1 cat or 1 chicken since it speaks of them in the plural.)
6. a. 48 b. 16 c. 7 d. 0 e. 20 f. 44
7. Check the table that the student filled in.
8.
a. 2 cm = 20 mm e. 7 cm = 70 mm i. 2 cm = 20 mm
b. 5 cm = 50 mm f. 9 cm = 90 mm j. 8 cm = 80 mm
c. 11 cm = 110 mm g. 6 cm = 60 mm k. 12 cm = 120 mm
d. 3 cm = 30 mm h. 10 cm = 100 mm l. 4 cm = 40 mm
9.
a. 2 cm 2 mm = 22 mm
b. 5 cm 4 mm = 54 mm
c. 8 cm 8 mm = 88 mm
d. 11 cm 1 mm = 111 mm
e. 10 cm 6 mm = 106 mm
f. 3 cm 7 mm = 37 mm
g. 8 cm 9 mm = 89 mm
h. 4 cm 5 mm = 45 mm
i. 2 cm 9 mm = 29 mm
j. 10 cm 3 mm = 103 mm
10. Please check the students answers.

1. 0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60
15=5 7 5 = 35 b. 1 5=5 7 5 = 35
2. a.
2 5 = 10 8 5 = 40 2 5 = 10 8 5 = 40
3 5 = 15 9 5 = 45 3 5 = 15 9 5 = 45
4 5 = 20 10 5 = 50 4 5 = 20 10 5 = 50
5 5 = 25 11 5 = 55 5 5 = 25 11 5 = 55
6 5 = 30 12 5 = 60 6 5 = 30 12 5 = 60
...both in the table of five and table of two? 2 5 = 5 2

...both in the table of five and table of four? 4 5 = 5 4
...both in the table of five and table of ten? 10 5 = 5 10
3.
6 5 = 30 7 5 = 35 5 3 = 15 5 7 = 35 5 10 = 50
9 5 = 45 12 5 = 60 5 11 = 55 5 4 = 20 3 5 = 15
4 5 = 20 8 5 = 40 5 9 = 45 5 6 = 30 5 5 = 25
4.
7 5 = 35 4 5 = 20 11 5 = 55 8 5 = 40 11 5 = 55
15=5 9 5 = 45 5 5 = 25 10 5 = 50 6 5 = 30
12 5 = 60 2 5 = 10 7 5 = 35 12 5 = 60 3 5 = 15
5. Table of 5: 0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60
Table of 10: 0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120
Numbers Using 5 Using 10 Numbers Using 5 Using 10
0 0 5 0 10 40 8 5 4 10
10 2 5 1 10 50 10 5 5 10
20 4 5 2 10 60 12 5 6 10
30 6 5 3 10
6. a. b.
10 2 + 0 = 20 51+1= 6
10 3 + 1 = 31 5 2 + 2 = 12
10 4 + 2 = 42 5 3 + 3 = 18
10 5 + 3 = 53 5 4 + 4 = 24
10 6 + 4 = 64 5 5 + 5 = 30
10 7 + 5 = 75 5 6 + 6 = 36
10 8 + 6 = 86 5 7 + 7 = 42
10 9 + 7 = 97 5 8 + 8 = 48
10 10 + 8 = 108 5 9 + 9 = 54
10 11 + 9 = 119 5 10 + 10 = 60
7. Please check the students work.
Puzzle corner
5 4 = 20 3 4 = 12

2 10 = 20 2 6 = 12
= = = =
10 40 6 24

More Practice and Review (Tables of 2, 4, 5, and 10), p. 47
1. a. 18, 28, 20 b. 10, 12, 8 c. 14, 36, 40 d. 16, 48, 6
e. 24, 16, 22 f. 8, 24, 2 g. 12, 44, 10 h. 32, 4, 4
2. a. 3 2 = 6 scoops.
b. 2 12 4 = 20 eggs.
c. 11 3 + 2 9 = 33 + 18 = 51 workers.
d. 4 5 + 3 = 23 dolphin figurines
3. a. 45, 35, 50 b. 80, 40, 100 c. 30, 10, 55
d. 70, 10, 110 e. 60, 120, 20 f. 40, 60, 5
g. 50, 90, 30 h. 25, 20, 15
4. a. 4 5 = 20; She had five groups.
b. 3 4 = 12; She wrote four invitations.
c. 7 10 1 = 69; There are 69 passengers.
d. 6 4 = 24; They took 24 sandwiches.
2 5 = 10; They took 10 bottles of water.
5. If there is anything in parentheses, do it first. Do the multiplications before additions or subtractions.
Then, do the additions and subtractions from left to right. The highlighted parts are what you do first.
a. 3 + 7 5 = 38 b. 10 6 10 3 = 30 c. 5 (5 4) = 5
d. (4 + 2) 5 = 30 e. 5 4 + 12 4 = 68 f. 0 + 7 2 4 = 10
6. a. b c.
1 3 5 50 1 20
2 6 6 60 2 40
3 9 7 70 3 60
4 12 8 80 4 80
5 15 9 90 5 100
6 18 10 100 6 120
7 21 11 110 7 140
8 24 12 120 8 160
9 27 13 130 9 180
Puzzle corner. a. = 3, = 5 (or vice versa) b. = 12, = 2. c. = 4, = 6 (or vice versa).

1. 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36
13=3 7 3 = 21 b. 13=3 7 3 = 21
2. a.
23=6 8 3 = 24 23=6 8 3 = 24
33=9 9 3 = 27 33=9 9 3 = 27
4 3 = 12 10 3 = 30 4 3 = 12 10 3 = 30
5 3 = 15 11 3 = 33 5 3 = 15 11 3 = 33
6 3 = 18 12 3 = 36 6 3 = 18 12 3 = 36
3.
6 3 = 18 7 3 = 21 3 3 =9 3 7 = 21 3 8 = 24
9 3 = 27 23=6 3 11 = 33 3 4 = 12 33=9
4 3 = 12 8 3 = 24 3 9 = 27 3 6 = 18 3 5 = 15
31=3 12 3 = 36 3 12 = 36 8 3 = 24 10 3 = 30
4.
5 3 = 15 4 3 = 12 9 3 = 27 12 3 = 36 10 3 = 30
11 3 = 33 12 3 = 36 11 3 = 33 13=3 23=6
33=9 8 3 = 24 9 3 = 27 6 3 = 18 7 3 = 21
5. a. b.
12 2 = 24 121=1
13 2 = 26 222=2
14 2 = 28 323=3
15 2 = 30 424=4
16 2 = 32 525=5
17 2 = 34 626=6
18 2 = 36 727=7
19 2 = 38 828=8
20 2 = 40 929=9
21 2 = 42 10 2 10 = 10
6. a. 4 3 = 12 dollars, which is not enough, and 5 3 = 15 dollars, so he will need to work five days.
b. 5 3 + 5 = 20; John now has $20. 20 14 = 6; He has six dollars left.
c. 6 + 4 3 = 18; Yes, he can buy a book for $16.
d. 11 3 + 1 = 34; Mom is 34 years old.
e. 10 3 + 1 = 31; He would have to buy 10 bunches of three and one extra rose.
f. Answers will vary.

1. 0, 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72
2. a. 16=6 7 6 = 42 b. 16=6 7 6 = 42
2 6 = 12 8 6 = 48 2 6 = 12 8 6 = 48
3 6 = 18 9 6 = 54 3 6 = 18 9 6 = 54
4 6 = 24 10 6 = 60 4 6 = 24 10 6 = 60
5 6 = 30 11 6 = 66 5 6 = 30 11 6 = 66
6 6 = 36 12 6 = 72 6 6 = 36 12 6 = 72
3.
9 6 = 54 8 6 = 48 6 8 = 48 6 5 = 30 3 6 = 18
2 6 = 12 10 6 = 60 6 12 = 72 6 7 = 42 6 6 = 36
4 6 = 24 3 6 = 18 6 9 = 54 6 2 = 12 6 4 = 24
11 6 = 66 12 6 = 72 6 11 = 66 6 6 = 36 7 6 = 42
4. 12 6 = 72 3 6 = 18 9 6 = 54 7 6 = 42 9 6 = 54
16=6 8 6 = 48 4 6 = 24 6 6 = 36 5 6 = 30
10 6 = 60 2 6 = 12 7 6 = 42 11 6 = 66 12 6 = 72
5. Table of 3: 0, 3, 6 , 9, 12, 15, 18, 21, 24, 27, 30, 33, 36
Table of 6: 0, 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72

0 0 3 0 6 24 8 3 4 6
6 2 3 1 6 30 10 3 5 6
12 4 3 2 6 36 12 3 6 6
18 6 3 3 6

1. 0, 11, 22, 33, 44, 55, 66, 77, 88, 99, 110, 121, 132
2. a. 1 11 = 11 7 11 = 77 b. 1 11 = 11 7 11 = 77
2 11 = 22 8 11 = 88 2 11 = 22 8 11 = 88
3 11 = 33 9 11 = 99 3 11 = 33 9 11 = 99
4 11 = 44 10 11 = 110 4 11 = 44 10 11 = 110
5 11 = 55 11 11 = 121 5 11 = 55 11 11 = 121
6 11 = 66 12 11 = 132 6 11 = 66 12 11 = 132
3.
5 11 = 55 2 11 = 22 11 7 = 77 11 3 = 33 11 5 = 55
12 11 = 132 8 11 = 88 11 12 = 132 11 10 = 110 11 11 = 121
9 11 = 99 7 11 = 77 11 4 = 44 11 4 = 44 11 9 = 99
3 11 = 33 6 11 = 66 11 11 = 121 11 8 = 88 11 6 = 66
4.
8 11 = 88 7 11 = 77 5 11 = 55 6 11 = 66 1 11 = 11
12 11 = 132 11 11 = 121 3 11 = 33 2 11 = 22 4 11 = 44
10 11 = 110 9 11 = 99 12 11 = 132 11 11 = 121 10 11 = 110
5.
a. b.
8 5 = 40 1 10 + 1 5 = 15
10 5 = 50 2 10 + 2 5 = 30
12 5 = 60 3 10 + 3 5 = 45
14 5 = 70 4 10 + 4 5 = 60
16 5 = 80 5 10 + 5 5 = 75
18 5 = 90 6 10 + 6 5 = 90
20 5 = 100 7 10 + 7 5 = 105
22 5 = 110 8 10 + 8 5 = 120
24 5 = 120 9 10 + 9 5 = 135
26 5 = 130 10 10 + 10 5 = 150
28 5 = 140 11 10 + 11 5 = 165
6. Answers may vary. Possible answers are listed.
a. 1 20 = 20 b. 1 18 = 18 c. 1 36 = 36
4 5 = 20 3 6 = 18 2 18 = 36
2 10 = 20 2 9 = 18 3 12 = 36
4 9 = 36
6 6 = 36
d. 1 30 = 30 e. 1 12 = 12 f. 1 24 = 24
2 15 = 30 2 6 = 12 3 8 = 24
5 6 = 30 3 4 = 12 2 12 = 24
3 10 = 30 4 6 = 24
7. Please check the students answers.

Mystery Number:
a. 28 b. 11 or 121 c. 25

1. 0, 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108
2. a. 19=9 7 9 = 63 b. 19=9 7 9 = 63
2 9 = 18 8 9 = 72 2 9 = 18 8 9 = 72
3 9 = 27 9 9 = 81 3 9 = 27 9 9 = 81
4 9 = 36 10 9 = 90 4 9 = 36 10 9 = 90
5 9 = 45 11 9 = 99 5 9 = 45 11 9 = 99
6 9 = 54 12 9 = 108 6 9 = 54 12 9 = 108
What same
multiplication ... the table of nine and table of two? 29=92
fact is both in... ... the table of nine and table of five? 59=95
... the table of nine and table of three? 39=93
... the table of nine and table of ten? 10 9 = 9 10
... the table of nine and table of four? 49=94
... the table of nine and table of eleven? 11 9 = 9 11
3.
5 9 = 45 8 9 = 72 9 10 = 90 9 5 = 45 9 8 = 72 11 9 = 99
9 9 = 81 10 9 = 90 9 3 = 27 9 7 = 63 19=9 9 2 = 18
12 9 = 108 6 9 = 54 9 1 =9 9 4 = 36 9 6 = 54 9 9 = 81
4.
2 9 = 18 4 9 = 36 8 9 = 72 12 9 = 108
9 9 = 81
5 9 = 45 19=9 10 9 = 90 11 9 = 99
8 9 = 72
3 9 = 27 8 9 = 72 9 9 = 81 7 9 = 63
6 9 = 54
5.

19=9 0+9=9 7 9 = 63 6+3=9
2 9 = 18 1+8=9 8 9 = 72 7+2=9
3 9 = 27 2+7=9 9 9 = 81 8+1=9
4 9 = 36 3+6=9 10 9 = 90 9+0=9
5 9 = 45 4+5=9 11 9 = 99 9 + 9 = 18 ; 1+ 8 = 9
6 9 = 54 5+4=9 12 9 = 108 1+0+8=9
6. The yellow numbers count up from 0 to 9.

The blue numbers count down from 9 to 0. 1 9 = 09
2 9 = 18
3 9 = 27
4 9 = 36
5 9 = 45
6 9 = 54
7 9 = 63
8 9 = 72
9 9 = 81
10 9 = 90

7. The table of 3: 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36
The table of 9: 0, 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108

0 0 3 0 9 27 9 3 3 9
9 3 3 1 9 36 12 3 4 9
18 6 3 2 9
8.
Table of 3: 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, 42, 45, 48, 51, 54, 57, 60, 63, 66, 69, 72
Table of 9: 0, 9, 18, 27, 36, 45, 54, 63, 72
Every number in the table of 9 is also in the table of 3.
9.
10 9 = 90 9+0=9 16 9 = 144 1+4+4=9
11 9 = 99 9 + 9 = 18 ; 1 + 8 = 9 17 9 = 153 1+5+3=9
12 9 = 108 1+0+8=9 18 9 = 162 1+6+2=9
13 9 = 117 1+1+7=9 19 9 = 171 1+7+1=9
14 9 = 126 1+2+6=9 20 9 = 180 1+8+0=9
15 9 = 135 1+3+5=9 21 9 = 189 1 + 8 + 9 = 18; 1 + 8 = 9

Puzzle corner. The comparison you cannot do is marked with a ?.
9 < 10 5 > 4 0 < 36
8 > 4 4 < 8 1 ? 10 7
8 > 5 2 = + 3 > +

1. 0, 7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84
2. a. 1 7 = 7 7 7 = 49 b. 17=7 7 7 = 49
2 7 = 14 8 7 = 56 2 7 = 14 8 7 = 56
3 7 = 21 9 7 = 63 3 7 = 21 9 7 = 63
4 7 = 28 10 7 = 70 4 7 = 28 10 7 = 70
5 7 = 35 11 7 = 77 5 7 = 35 11 7 = 77
6 7 = 42 12 7 = 84 6 7 = 42 12 7 = 84
3.
8 7 = 56 3 7 = 21
10 7 = 70 6 7 = 42
9 7 = 63 7 8 = 56 7 5 = 35
4 7 = 28 7 6 = 42 7 12 = 84 7 7 = 49
4 7 = 28
11 7 = 77 7 9 = 63 7 2 = 14
5 7 = 35 10 7 = 70 6 7 = 42 4 7 = 28 8 7 = 56
11 7 = 77 8 7 = 56 12 7 = 84 7 7 = 49
3 7 = 21
6 7 = 42 5 7 = 35 5 7 = 35 9 7 = 63
2 7 = 14
4. a. 4 7 = 28; Jenny used four boxes.

b. 12 2 = 24 socks.
c. 3 12 8 = 28 eggs.
d. 5 6 = 30; You need five tables to seat your dinner guests.
1. 0, 8, 16, 24, 32, 40, 48, 56, 64, 72, 80, 88, 96
2. a. b.
18=8 7 8 = 56 18=8 7 8 = 56
2 8 = 16 8 8 = 64 2 8 = 16 8 8 = 64
3 8 = 24 9 8 = 72 3 8 = 24 9 8 = 72
4 8 = 32 10 8 = 80 4 8 = 32 10 8 = 80
5 8 = 40 11 8 = 88 5 8 = 40 11 8 = 88
6 8 = 48 12 8 = 96 6 8 = 48 12 8 = 96
3. 8 8 = 64 9 8 = 72 8 4 = 32 8 5 = 40 8 8 = 64
8 6 = 48 8 11 = 88 8 12 = 96 7 8 = 56 8 10 = 80
3 8 = 24 8 6 = 48 2 8 = 16 8 9 = 72 8 6 = 48
4. 4 8 = 32 3 8 = 24 11 8 = 88 5 8 = 40 8 8 = 64
18=8 6 8 = 48 9 8 = 72 7 8 = 56 12 8 = 96
8 8 = 64 2 8 = 16 10 8 = 80 6 8 = 48 11 8 = 88
5. Table of 4: 0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48
Table of 8: 0, 8, 16, 24, 32, 40, 48, 56, 64, 72, 80, 88, 96

0 0 4 0 8 32 8 4 4 8
8 2 4 1 8 40 10 4 5 8
16 4 4 2 8 48 12 4 6 8
24 6 4 3 8

6. Table of 4: 0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48, 52, 56, 60, 64, 68, 72, 76, 80, 84, 88, 92, 96.
Table of 8: 0, 8, 16, 24, 32, 40, 48, 56, 64, 72, 80, 88, 96
Every second number in the table of 4 is found in the table of 8.
7. a. 8 5 = 40. There are 40 erasers in five packages.
b. 8 3 = 24. She needs three packages of erasers so each child can have one.
c. 2 5 = 10. It will take them five weeks to eat ten kilograms of beans.
Puzzle corner. a. = 6, = 8 (or vice versa) b. = 4, = 12 (or vice versa). c. = 12, = 3.

1. 0, 12, 24, 36, 48, 60, 72, 84, 96, 108, 120, 132, 144
2. a. 1 12 = 12 7 12 = 84 b. 1 12 = 12 7 12 = 84
2 12 = 24 8 12 = 96 2 12 = 24 8 12 = 96
3 12 = 36 9 12 = 108 3 12 = 36 9 12 = 108
4 12 = 48 10 12 = 120 4 12 = 48 10 12 = 120
5 12 = 60 11 12 = 132 5 12 = 60 11 12 = 132
6 12 = 72 12 12 = 144 6 12 = 72 12 12 = 144
3.
3 12 = 36 9 12 = 108 12 4 = 48 12 1 = 12 7 12 = 84
2 12 = 24 10 12 = 120 12 5 = 60 12 7 = 84 12 3 = 36
1 12 = 12 6 12 = 72 12 8 = 96 12 9 = 108 4 12 = 48
8 12 = 96 12 12 = 144 12 11 = 132 12 6 = 72 12 2 = 24
4.
3 12 = 36 2 12 = 24 7 12 = 84 6 12 = 72 12 12 = 144
1 12 = 12 4 12 = 48 12 12 = 144 10 12 = 120 11 12 = 132
6 12 = 72 5 12 = 60 8 12 = 96 5 12 = 60 9 12 = 108
5. Answers will vary.
6.
2 feet = 24 inches 10 ft = 120 in. 5 ft = 60 inches
10 feet 1 inch = 121 inches 5 ft 5 in. = 65 in. 2 ft = 24 in.
3 feet 2 inches = 38 inches 2 ft 8 in. = 32 in. 5 ft = 60 in.
6 feet 7 inches = 79 inches 1 ft 10 in. = 22 in. 11 ft = 132 in.
1 ft 4 in. = 16 in. 2 ft 3 in. = 27 in. 4 ft 4 in = 52 in.
1 ft 8 in. = 20 in. 2 ft 7 in. = 31 in. 5 ft 8 in = 68 in.

7.
0 1 2 3 4 5 6 7 8 9 10 11 12
0 0 0 0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9 10 11 12
2 0 2 4 6 8 10 12 14 16 18 20 22 24
3 0 3 6 9 12 15 18 21 24 27 30 33 36
4 0 4 8 12 16 20 24 28 32 36 40 44 48
5 0 5 10 15 20 25 30 35 40 45 50 55 60
6 0 6 12 18 24 30 36 42 48 54 60 66 72
7 0 7 14 21 28 35 42 49 56 63 70 77 84
8 0 8 16 24 32 40 48 56 64 72 80 88 96
9 0 9 18 27 36 45 54 63 72 81 90 99 108
10 0 10 20 30 40 50 60 70 80 90 100 110 120
11 0 11 22 33 44 55 66 77 88 99 110 121 132
12 0 12 24 36 48 60 72 84 96 108 120 132 144
Review, p. 70
1.
0 1 2 3 4 5 6 7 8 9 10 11 12
0 0 0 0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9 10 11 12
2 0 2 4 6 8 10 12 14 16 18 20 22 24
3 0 3 6 9 12 15 18 21 24 27 30 33 36
4 0 4 8 12 16 20 24 28 32 36 40 44 48
5 0 5 10 15 20 25 30 35 40 45 50 55 60
6 0 6 12 18 24 30 36 42 48 54 60 66 72
7 0 7 14 21 28 35 42 49 56 63 70 77 84
8 0 8 16 24 32 40 48 56 64 72 80 88 96
9 0 9 18 27 36 45 54 63 72 81 90 99 108
10 0 10 20 30 40 50 60 70 80 90 100 110 120
11 0 11 22 33 44 55 66 77 88 99 110 121 132
12 0 12 24 36 48 60 72 84 96 108 120 132 144

Review, cont.
2. a. 9 8 < 10 8 b. 9 5 > 11 4 c. 9 2 = 3 6
d. 9 8 > 9 4 e. 4 4 = 2 8 f. 10 11 > 10 7
g. 10 8 > 10 5 h. 9 2 < 4 5 i. 9 8 > 96
3.
13=3 7 3 = 21 16=6 7 6 = 42
23=6 8 3 = 24 2 6 = 12 8 6 = 48
33=9 9 3 = 27 3 6 = 18 9 6 = 54
4 3 = 12 10 3 = 30 4 6 = 24 10 6 = 60
5 3 = 15 11 3 = 33 5 6 = 30 11 6 = 66
6 3 = 18 12 3 = 36 6 6 = 36 12 6 = 72
Every other answer from the table of three is in the table of six.
4. a. 11 7 = 77 The girls have a total of 77 schoolbooks.
b. 4 5 = 20 There will be five groups.
c. 4 3 + 7 = 19 The total cost was $19.
d. 12 2 = 24 He bought 12 packages of seed.
e. 5 4 + 3 4 + 20 2 = 72 They have a total of 72 feet.
5. a. 3, 8, 5 b. 3, 11, 2 c. 7, 8, 9 d. 5, 9, 7
e. 4, 7, 9 f. 12, 7, 9 g. 6, 4, 9 h. 5, 7, 9
Mystery numbers: a. 44. b. 24 c. 29 d. 24 e. 44 f. 12

Multiplication Tables Grid
Name: ____________________________________ Date: ______________
0 1 2 3 4 5 6 7 8 9 10 11 12
10
11
12

11 12 13 14
21 22 23 24
31 32 33 34
41 42 43 44
51 52 53 54

61 62 63 64
71 72 73 74
81 82 83 84
91 92 93 94
10 1 10 2 10 3 10 4

15 16 17 18
25 26 27 28
35 36 37 38
45 46 47 48
55 56 57 58

65 66 67 68
75 76 77 78
85 86 87 88
95 96 97 98
10 5 10 6 10 7 10 8

19 1 10 1 11 1 12
29 2 10 2 11 2 12
39 3 10 3 11 3 12
49 4 10 4 11 4 12
59 5 10 5 11 5 12

69 6 10 6 11 6 12
79 7 10 7 11 7 12
89 8 10 8 11 8 12
99 9 10 9 11 9 12
10 9 10 10 10 11 10 12

11 1 11 2 11 3 11 4
11 5 11 6 11 7 11 8
11 9 11 10 11 11 11 12
12 1 12 2 12 3 12 4
12 5 12 6 12 7 12 8

12 9
12 10
12 11
12 12

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z Math Mammoth Light Blue Series

A complete curriculum for grades 1-7. Each grade level includes two student worktexts (A and B),
which contain all the instruction and exercises all in the same book, answer keys, tests, cumulative
reviews, and a worksheet maker. South African version is also available.
www.MathMammoth.com/complete-curriculum.php
www.MathMammoth.com/south_africa/
www.MathMammoth.com/complete/placement_tests.php
z Math Mammoth Blue Series

Blue Series books are topical worktexts for grades 1-7, containing both instruction and exercises.
This series covers all of elementary school mathematics from 1st grade addition to 7th grade
equations. The topics include for example addition, subtraction, clock, measuring, money,
multiplication, division, fractions, decimals, ratios, proportions, geometry, equations, and many
more. The Blue Series books are not tied to grade levels and are great for review, reinforcement,
filling in gaps, or initial teaching.
www.MathMammoth.com/blue-series.php
z Math Mammoth Golden Series

Best suited for teachers and tutors or parents who can explain math, Golden Series books are
worksheet collections for grades 3-8. They work best as review or supplemental material.
www.MathMammoth.com/worksheets/
z Make It Real Learning

These activity workbooks concentrate on answering the question, "Where is math used in real life?"
The exercises or activities in these books are taken from real life, and use real data. The series
includes various workbooks for grades 3-12.
www.MathMammoth.com/worksheets/mirl/
z Review Workbooks
Workbooks for grades 1-7 that provide a comprehensive review of one grade level of mathfor
example, for review during school break or summer vacation.
www.mathmammoth.com/review_workbooks/
Free gift!
z Receive over 350 free sample pages and worksheets from my books, plus other freebies at:
www.MathMammoth.com/worksheets/free.php
Check out also my favorite music group at http://www.c24k.com and at

https://www.youtube.com/channel/UCRWNqWHOFXKLToSmJp0qTag
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Math Mammoth - 1

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Copyright 2006-2015 Maria Miller

Part 1: Multiplication Concept

Part 2: Memorizing the Tables

More from Math Mammoth .................................. 113

Part 1: Multiplication Concept

Part 2: Memorizing Multiplication Tables

I wish you success in teaching math!

Maria Miller, the author

Structured Drill for Multiplication Tables - Video

Math Dice Game for Addition and Multiplication

Explore the Multiplication Table

Multiplication Number Lines

Multiplication Memory Game

Multiplication.com Interactive Games

Raging Rectangles, Multiple Madness, and other games (PDF)

The Times Tables at Resourceroom.net

Multiplication Table Challenge

Quiz Hub - Multiplication game

Times tables from BBC Skillswise

Two Minute Warning

Button Beach Challenge

Free worksheets for order of operations

My Dear Aunt Sally

a. 2 times the word b. 3 times the word c. 5 times the word

d. 0 times the word e. 4 times the word f. 1 time the word

2. Draw groups of balls.

a. 2 times a group of 3 balls b. 3 times a group of 5 balls c. 1 time a group of 7 balls

d. 4 times a group of 1 ball e. 0 times a group of 2 balls f. 3 times a group of 3 balls

g. 0 times a group of 8 balls h. 4 times a group of 0 balls i. 5 times a group of 2 balls

9 Math Mammoth Multiplication 1 (Blue Series)

a. 2 times 5 b. _____ times _____ c. _____ times _____

d. _____ times _____ e. _____ times _____ f. _____ times _____

a. 2 times 4 b. 3 times 6 c. 1 times 7

d. 6 times 1 e. 4 times 0 f. 2 times 2

10 Math Mammoth Multiplication 1 (Blue Series)

a. 2 6 = 12 b. ____ ____ = _____ c. ____ ____ = _____

d. ____ ____ = _____ e. ____ ____ = _____ f. ____ ____ = _____

6. Draw groups. Write the total.

a. 8 1 = _____ b. 1 10 = _____ c. 2 2 = _____

d. 5 2 = _____ e. 2 8 = _____ f. 3 3 = _____

11 Math Mammoth Multiplication 1 (Blue Series)

how many how many We can solve

how many how many We can solve

1. Draw dots in groups to match the multiplications.

12 Math Mammoth Multiplication 1 (Blue Series)

_____+ _____ + _____ + _____ _____+ _____ + _____

____ ____ dog = ____ dogs 1 ____ carrots = ____ carrots

_____+ _____ + _____

3. Write an addition and a multiplication sentence for each picture.

____ ____ = ______ ____ ____ = ______

____ ____ = ______ ____ ____ = ______

13 Math Mammoth Multiplication 1 (Blue Series)

a. Draw 3 groups of seven sticks. b. Draw 2 groups of eight balls.

_____ _____ = ______ _____ _____ = ______

_____ _____ = ______ _____ _____ = ______

5. Draw groups to solve the multiplications.

_____ _____ = ______ _____ _____ = ______

_____ _____ = ______ _____ _____ = ______

14 Math Mammoth Multiplication 1 (Blue Series)

Five jumps, each

Four jumps, each

a. _____ ______ = ________

b. _____ ______ = ________

a. 2 times 5 b. ___ times _ c. _ times ___

d. ___ times _ e. _ times _ f. _ times ___

a. 2 6 = 12 b. __ = _ c. = ___

d. __ = _ e. = _ f. = ___

a. 8 1 = ___ b. 1 10 = _ c. 2 2 = ___

d. 5 2 = ___ e. 2 8 = _ f. 3 3 = ___

___+ _ + _ + _ _+ _ + ___

dog = dogs 1 carrots = carrots

___+ _ + ___

= = ____

= = ____

___ _ = __ _ _ = ____

___ _ = __ _ _ = ____

___ _ = __ _ _ = ____

___ _ = __ _ _ = ____

a. _ = ______

b. _ = ______

c. _ = ______

d. _ = ______

a. 5 3 = b. 8 3 = c. 6 3 = d. 2 3 =

4 3 = 7 3 = 3 3 = 9 3 =

a. ___ 3 = 24 b. _ 3 = 18 c. _ 3 = 21 d. ___ 3 = 6

___ 3 = 9 _ 3 = 15 _ 3 = 12 ___ 3 = 3

a. 2 4 = b. 6 4 = c. 8 4 = d. 5 4 =

4 4 = 7 4 = 3 4 = 1 4 =

a. ___ 4 = 24 b. _ 4 = 0 c. _ 4 = 16 d. ___ 4 = 20

___ 4 = 8 _ 4 = 12 _ 4 = 8 ___ 4 = 4

a. 3 2 = b. 5 2 = c. 5 6 = d. 3 10 =

6 3 = 7 4 = 3 9 = 2 11 =

4 5 = 3 8 = 4 10 = 3 7 =

b. _ rows, _ rams in each row.

___ + _ _ + _ + ___

___ _ = ___ carrots _ _ = _____ rams

___ + _ _ + _+ ___

___ _ = ___ bears _ _ = _____ bulbs

+ = ___

+ = ___

+ = ___

+ + = ___

___ _ + _ = _____

___ + _ _ = _____

+ = ___

___ giraffes _ + _ + _ + _ + _ giraffes.

___ _ = __ _ _ = ____

___ _ = __ _ _ = ____

___ _ = __ _ _ = ____

___ _ = __ _ _ = ____

___ _ = __ _ _ = ____